BACCALAUREATE AND MASTER’S DEGREES
NEW PROPOSAL FORM: ONE-STEP PROCESS
(Submit One Copy)
REVISED FORMAL PROPOSAL
Institution: Savannah State University
Institutional Contact (President or Vice President for Academic Affairs): Dr. Earl G. Yarbrough,
President
Date: March 26, 2010
School/Division: College of Sciences and Technology (COST)
Department: Department of Teacher Education (New)
Departmental Contact:
Name of Proposed Program/Inscription: The Bachelor of Science in Technology Education
Degree: Bachelor of Science in Education
Major: Technology Education
CIP Code: 13.1309
Anticipated Starting Date: Fall 2012
Table of Contents
1. Program Description and Objectives ......................................................................................... 3
2. Description of the program’s fit ................................................................................................. 8
3. Description of how the program demonstrates demand ............................................................ 9
4. Brief description of institutional resources ................................................................................ 9
5. Curriculum ............................................................................................................................... 11
Course of Study......................................................................................................................... 11
Sample Plan of Study ................................................................................................................ 15
Courses Existing or New .......................................................................................................... 16
6. Admissions criteria .................................................................................................................. 18
7. Availability of assistantships ................................................................................................... 20
8. Student learning outcomes ....................................................................................................... 20
9. Administration of the program................................................................................................. 21
10. Waiver to Degree-Credit Hour............................................................................................... 22
11. Accreditation .......................................................................................................................... 22
12. Projected enrollment .............................................................................................................. 22
14. Fiscal, Facilities, Enrollment Impact, and Estimated Budget ................................................ 23
Appendix A: Course Descriptions ................................................................................................ 32
Appendix B: Accreditation Standards .......................................................................................... 39
Appendix C: Faculty Directly Involved With the New Degree Program ..................................... 61
Appendix D: Endorsement Documents ........................................................................................ 62
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1. Program Description and Objectives:
The proposed Bachelor of Science degree in Technology Education develops effectiveness in
technological literacy, leadership, and other skills necessary to ensure the student is proficient in
teaching at the secondary level (6-12). The plan of study curriculum requires a solid background
of education classes as well as essential content courses. A strong emphasis is placed on graderelevant field experiences throughout the program. Teacher candidates are required to
demonstrate the knowledge, skills, and dispositions needed to have a positive impact on student
achievement.
The Bachelor in Science in Technology Education allows the student to pursue the Technology
Education major with a concentration in secondary education teaching licensure. The
Technology Education major is grounded in the theoretical knowledge base with sound
educational classroom practices. Students in the Technology Education major will have
practicum experiences in EDUC2110 - Investigation of Critical/contemporary Issues,
EDUC2130 - Exploring Socio-Culture, EDUC2130 - Exploring Teaching and Learning, Methods
of Teaching, and a 16 week Student Teaching/Internship. The methods courses and related
courses are integral with a common core of teaching strategies and issues. All students pursuing
the Bachelor of Science in Technology Education must complete 33 credit hours of coursework
in education. The total degree requirements are 125 credit hours which includes the optional
university requirements.
Technology Education is a discipline with a national accrediting body. The proposed program is
designed to satisfy all the accreditation requirements of Southern Association of Colleges and
Schools (SACS), International Technology Education Association/Council for Technology
Teacher Educator (ITEA/CTTE), Georgia Professional Standards Commission (GPSC), and
National Council for Accreditation of Teacher Education (NCATE).
a. Objectives
The program’s objectives are based on multiple inputs, including recommendations of an
external consultation, education committee, and faculty. The goals and objectives of the program
focus on enhancing quality, increasing scholarly activities, and outreach efforts. The goals and
objectives were adopted by the faculty of the College of Sciences and Technology where the new
department will be located. The new goals and objectives will serve as the basis for
programmatic strategic and action planning. The objectives are aligned with GaPSC and NCATE
standards.
General program objectives:
knowledgeable of disciplines taught in school and familiarity with materials in those
fields;
understand human development according to currently accepted theory and research,
which implies a thorough familiarity with the developmental characteristics of students at
the stage of development at which they expect to teach, and skill in observing and
understanding behavior;
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familiar with theories of learning and motivation and ability to use this knowledge in
facilitating learning by students in educational settings;
ability to organize and manage the classroom for developmentally appropriate learning
and to maintain an effective learning environment taking into account the diversity of the
individual and cultural differences;
innovative teaching techniques appropriate to the learners with whom the candidate will
be working;
foster learning, growth and development in students for whose education the teacher is
responsible;
understand the organizational structures of the schools and resources at school district
and state levels;
design lessons with a global view of the function of schools in a democracy and
familiarity with social, political and economic factors affecting schools and educational
policy; and
integrate the use of technology appropriate to the teaching and learning situation.
b. Needs the program will meet:
(1) Nationally, publications continue to report the extreme need for technology
education teachers. Although the data varies from state to state, a report by the
National Center for Education Statistics (NCES) has estimated that the United
States will need between 1.7 and 2.7 million new teachers by 2008. The 2000
Educator Supply and Demand in the United States, developed by the American
Association for Employment in Education, reports that the need for technology
education teachers was 4.17 on a 5 point scale, indicating some shortages. Figures
reported between 5.00 and 4.21 indicated considerable shortages. Regions with
considerable shortages of technology teachers were the U.S. Midwest (4.44), the
Southeastern States (including Georgia) (4.31), the Mid-Atlantic States (4.54),
and the Northeastern States (4.29) (AAEE, 2001).
(2) According to the U.S. Department of Education Office of Postsecondary
Education Policy & Budget Development Staff’s Teacher Shortage Areas
National Listing 1990-91 thru 2009-10 (2009), Georgia has had a shortage of
Technology Education teachers over the past 13 years.
(3) National documents show that Middle School and High School teachers in the
Science, Technology, Engineering, and Mathematics (STEM) programs are in
high demand in many states including Georgia.
“According to the White House, a substantial STEM teacher shortage exists
today. Overall, up to one million teachers will need to be recruited over the next
five years, and vacancies in math and science are often among the hardest to fill”.
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“Our commitment to growing the STEM teacher corps is evident by the sheer
number of our members receiving awards today,” said Van Roekel. Fifty-six of
the 100 honorees are NEA K-12 and higher education members... (Source
http://www.nea.org/home/37542.htm)
Kelly C Henson (2008), Executive Secretary of the Georgia Professional Standards Commission
in a report stated; ―By 2012, 28,749 new teachers will be needed that year to meet growth and
replacement demands. In the same report, the Alliance of Education Agency Heads
recommended:
Georgia students must have available high-level science and mathematics
courses in order to compete nationally and internationally
Increase Science Teacher Education Programs
Increase flexibility for institutions to design preparation programs
Design and implement statewide intensive new teacher induction program
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The USG Presidents’ Science, Technology, Engineering, and Mathematics (STEM) Initiative
(2009) report below shows the critical need for STEM programs.
Source: www.usg.edu/educator_prep/documents/stemsummary.pdf - 2009-06-29
Currently, no USG programs are in the service area offering the Bachelor of Science in
Technology Education. The proposed degree program at Savannah State University could supply
additional technology education teachers in its service area (Chatham, Bryan, and Effingham
counties) and the southeastern region of Georgia. Additionally, Savannah State University (SSU)
has been the main aperture through which ethnic minorities in Georgia have entered the technical
professions. The University offers quality education in science, technology, engineering and
mathematics (STEM). Significant challenges to maintaining the quality of academic programs
have been to recruit and retain minority students in large numbers and to encourage them to
continue their education in graduate schools in these disciplines.
Graduates of the new degree program can continue their education at the graduate level through
the campus Minority Access to Graduate Education and Careers in Science, Technology,
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Engineering and Mathematics (MAGEC-STEM) program. MAGEC-STEM is designed to
establish a framework for the production of a continuous stream of highly competent and well
qualified minority scientists, technologists, engineers and mathematicians. This goal will be
achieved through a vigorous and cost effective implementation of a number of activities, such as
faculty development, curriculum review and revision, infrastructure development, student
tracking and midstream interventions, career counseling and exploration, experiential training, a
pre-freshman/head-start program, and selective recruitment to ensure a perpetual supply of highability/high-potential STEM students.
c. Brief explanation of how the program is to be delivered
The program will be delivered through innovative use of technology blended within the context
of the traditional classroom and field experience format. This blended format will provide
opportunities for flexible hybrid courses (combinations of face-to-face, online and virtual);
online courses using Blackboard Class Management Software; and virtual classrooms using
Polycom Telepresence Solutions, Wimba Classroom Suite, Skype, WizIQ, etc.) .
d. Prioritization within the institution’s strategic plan
The proposed program supports the institution’s strategic plan:
The university’s strategic plan focuses on ―value added‖ and demonstrates the support of
expanding opportunities for the university to meet the needs of community and region. The
proposed new Bachelor of Science in Technology Education program encompasses and is
integral to the central focus of the strategic plan by providing opportunities for students
(traditional and non-traditional) to add value to the community, region and across the state. Once
approved and implemented, the new program aligns well with Goals 1 and 2 of the university’s
Strategic Plan ―Vision 2018‖.
Goal 1: Savannah State University will maximize its comparative advantage through
academic excellence, applied learning, effective educational support, and community
involvement.
Goal 2: Savannah State University will continue to build its institutional capacity through
the continuous improvement and expansion of academic programs, student support,
infrastructure, technology, and community relations.
Additionally, the proposed new program aligns with the USG’s vision statement, mission, and
strategic goals:
Board of Regent’s Vision: ―The University System of Georgia will create a more
educated Georgia, well prepared for a global, technological society, by providing firstrate undergraduate and graduate education, leading-edge research, and committed public
service.‖
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The mission of the University System of Georgia is to contribute to the educational,
cultural, economic, and social advancement of Georgia by …providing excellent
undergraduate general education and first-rate programs leading to associate,
baccalaureate, masters, professional, and doctorate degrees.
―The University System of Georgia will create a more educated Georgia, well prepared
for a global, technological society, by providing first-rate undergraduate and graduate
education…‖
Strategic Goal One: Renew excellence in undergraduate education to meet students’ 21st
century educational needs.
Strategic Goal Two: Create enrollment capacity to meet the needs of 100,000 additional
students by 2020.
2. Description of the program’s fit with the institutional mission and nationally accepted
trends in the discipline.
The proposed Bachelor of Science in Technology Education is integral to the nationally
accredited program in the liberal arts and sciences described in the mission of the university. The
proposed education program fits well within the mission of the university by developing teachers
who will be productive members of a global society providing high quality instructions,
scholarship, research, and service to the SSU community. The new program will use a variety of
technological tools to deliver program content demonstrating strength of the university’s College
of Sciences and Technology.
Mission of Savannah State University:
As a unit of the University System of Georgia, Savannah State University offers nationally
accredited programs in liberal learning, sciences, fine arts, and the professions. The University is
committed to the development of leaders and high quality instruction, supported by scholarship,
research, and environmental enrichment with emphasis on the African American heritage and
culture and international interaction.
Mission of the new Department of Teacher Education:
The primary mission of the Department of Teacher Education (DOTE) is to prepare professional
educators with the knowledge, skills, and dispositions to serve the diverse educational and
technological needs of the region. The DOTE emphasizes efficient and successful teaching
practices, policies, and procedures based on state and national standards to enhance efficiency of
academic achievement of all Pre K-12 students. To fulfill this mission, faculty: design, deliver,
and continually improve highly effective programs for pre-professionals through advanced
graduate and professional levels; promote and are influenced by the reciprocal relationship
between scholarship and practice; collaborate with colleagues across the campus and in other
professional and community settings as partners in the mission; and provide leadership in
teaching, learning, assessment, and professional development for diverse community within and
outside the University.
8|Page
National Trends:
The proposed Technology Education program will focus on national trends surrounding STEM.
National-level assessment of U.S. students’ knowledge of math and science is a relatively
recent phenomenon, and assessments in other countries that provide for international
comparisons are even more recent. Yet the limited information available thus far is
beginning to reveal results that concern many individuals interested in the U.S.
educational system and the economy’s future competitiveness. The most recent
assessments show improvement in U.S. pupils’ knowledge of math and science; however,
the large majority still fails to reach adequate levels of proficiency. Moreover, when
compared to other nations, the achievement of U.S. students is seen by many as
inconsistent with the nation’s role as a world leader in scientific innovation.
http://www.fas.org/sgp/crs/misc/RL33434.pdf
3. Description of how the program demonstrates demand and a justification of need in the
discipline and geographic area and is not unnecessary program duplication.
The U.S. Department of Education (2009) data has listed technology education (6-12) on the
critical teacher shortage list for Georgia. Currently, all USG Technology Education
undergraduate degree programs have been deactivated. The proposed Technology Education
degree program will be different from the tradition programs that have been deactivated. Our
proposed program will be modeled after a successful technology education degree program at the
University of Arkansas where technology education and engineering technology have developed
a hybrid program that even in its early year is attracting students. We believe by designing the
proposed program with the STEM based engineering technology program at SSU, we can be
successful and become a model for other USG universities to retrofit technology education
programs to meet the need of producing more technology/engineering education teachers.
There are three colleges/universities in the immediate service area of Savannah State University.
After reviewing the inventory of academic programs from the USG website, the proposed
program will not duplicate existing degree programs at Armstrong Atlantic University, Georgia
Southern University or Georgia Coastal College. Regional demographic data show public
schools in the service area are offering 6-12 programs related to the proposed program
U.S. Department of Education Office of Postsecondary Education Policy & Budget Development
Staff (2009). Teacher shortage areas nationwide listing 1990-91 thru 2009-10. OMB No.: 18400595.
4. Brief description of institutional resources that will be used specifically for the program
(e.g., personnel, library, equipment, laboratories, supplies & expenses, capital expenditures
at program start-up and when the program undergoes its first comprehensive program
review.
Personnel – Personnel needs for the proposed degree program are: One administrative position
(Director); one methods faculty position (first two years; third year an additional faculty position
will be requested), one assessment coordinator, and an administrative assistant. Currently, funds
9|Page
are available to support this position by reallocating budgeted funds and revenues generated from
overall university enrollment increases. Advertisements for the methods faculty positions will
indicate that applicants need to be qualified for both undergraduate and graduate assignments.
Projected cost for all personnel is discussed in the budget narrative later in this proposal. There
are adequate faculty members in the content discipline to begin the program.
Library - The ASA H. Gordon Library resources are currently adequate to support the needs of
the program. Gordon Library provides access to an integrated, web-based catalog of all the book
collections of the University System of Georgia (over six million volumes - 60% of the titles are
unique), a circulation system with self-service options, cataloging, and check-in and control
functions. The library, which houses the university archives, is home to an extensive collection
of material about African-Americans. As part of the library’s participation in GALILEO,
Georgia’s statewide virtual library, students have access to over 400 full-text journal titles in the
subject area of education.
The proposed degree program will need a Curriculum Materials/Media Center (CMC). The CMC
will be located in the current library. The DOTE will need $20,000 to begin the process of
building resources to develop a CMC. The CMC will employ modern technology in services
offered to increase users’ social, intellectual, and global interaction. The CMC will be integral to
the library and subscribes to a limited number of CD-ROM databases and print resources from
other institutions that may be accessed through interlibrary loan.
Equipment - The program will employ existing classroom technology presently available in the
COST. There are no additional needs anticipated when the program undergoes the
Comprehensive Program Review. There are additional available classroom spaces properly
outfitted with computers, software, and digital projectors that could be used as enrollment
expands.
Laboratories - As with the equipment and classroom needs cited above, existing laboratories
will be sufficient to support the new program.
Supplies and Expenses – The cost of supplies and expenses will be minimal and can be
absorbed in the normal budgeting for COST supplies and expenses.
Capital - All facilities and furnishing needed to support the proposed program are already in
place and are sufficient to meet new program accrediting body’s requirements.
Facilities – Our current College of Sciences and Technology facilities are adequate and can
support the needs of the new degree program.
Start-up Costs - The primary costs for start-up of the program will focus on the purchase of
library/learning resources, and marketing and advertising. Other start-up costs will be covered
through Education and General (E & G) funds. Approximate start-up costs for the program will
be $13,017 to cover recruitment, accreditation fees, assessment system software, and marketing.
10 | P a g e
Operating Costs - Operating costs will include consumable supplies, travel for professional
development of faculty, and the purchase of additional library/learning resources for the ASA H.
Gordon Library center library (see below). Approximate operating costs for the first two years
will be $7,764; fees collected from increased enrollment will defray costs not covered through E
& G funds.
5. Curriculum: List the entire course of study required and recommended to complete the
degree program. Provide a sample program of study that would be followed by a
representative student.
=====================================================================
Course of Study
Bachelor of Science
Technology Education (6-12)
Core Curriculum Grid
All students should complete the sixty hours of core curriculum requirements during their first
two years of enrollment and prior to their enrollment in their major classes, exclusive of those
specified in Area F (courses appropriate to the program of study) of the core.
In addition to the sixty hours in Areas A, B, C, D, E, and F, students may be required to complete
five additional hours of required courses for a maximum total of 65 hours.
“A baccalaureate degree program must require at least 21 semester hours of upper division
courses in the major field and at least 39 semester hours of upper division work overall.”
Core Area A-Essential Skills
9 hours
ENGL 1101
Composition I
3 hours
ENGL 1102
Composition II
3 hours
MATH 1111
College Algebra
3 hours
(for non-science majors)
MATH 1113
Pre-calculus
3 hours
(for science majors)
(Because these are "essential skills," all courses in this area must be completed with a grade of "C" or
higher.)
===========================================================================
Core Area B-Institutional Options
5 hours
AFRS 1501
HUMN 1201
African American History
2 hours
Critical Thinking & Communication
3 hours
(effective Spring 2005)
===========================================================================
Core Area C-Humanities/Fine Arts
6 hours
Select one of the following:
ENGL 2110
World Literature
3 hours
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ENGL 2121
British Literature I
3 hours
ENGL 2122
British Literature II
3 hours
ENGL 2131
American Literature I
3 hours
ENGL 2132
American Literature II
3 hours
ENGL 2222
African American Literature
3 hours
RPHS 2101
Introduction to Philosophy
3 hours
RPHS 2241
Ethics
3 hours
Select one of the following:
ARTS 1101
Intro. to Visual Arts
3 hours
ENGL 2521
Intro. to Film Appreciation
3 hours
HUMN 2011
Humanities
3 hours
MUSC 1101
Intro. to Music
3 hours
THEA 2101
Intro. to Theatre
3 hours
==========================================================================
Core Area D-Science, Mathematics and Technology
10 hours
Option I- Non-Science Majors
Select two 3-hour courses from the following:
BIOL 1103
General Biology
3 hours
BIOL 1104
Human Biology
3 hours
CISM 1130
Computer Applications
3 hours
CSCI 1130
Computer Applications
3 hours
ENVS 1140
Environmental Issues
3 hours
ISCI 1101
Integrated Science I
3 hours
PHYS 1001
Intro. to Astronomy
3 hours
Select one 4-hour course or one 3-hour course and lab from the following:
BIOL 1103
General Biology I
3 hours
BIOL 1103L
General Biology I Lab
1 hour
BIOL 1104
Human Biology II
3 hours
BIOL 1104L
Human Biology II Lab
1 hour
CHEM1101K
Intro. to Chemistry
4 hours
ISCI 1111K
Integrated Science II
4 hours
PHSC 1011K
Physical Science I
4 hours
PHYS 1111K
Introductory Physics I
4 hours
==========================================================================
Area E-Social Sciences
12 hours
POLS 1101
American Government
3 hours
POLS 2401
Global Issues
3 hours
Choose one of the following:
HIST 2111
U.S. History to the Post-Civil War Period
HIST 2112
U.S. History from the Post-Civil War
Period- Present
Choose one of the following:
AFRS 2000
Intro. to Africana Studies
ANTH 1101
Intro. to Anthropology
ECON 2105
Principles of Macro-Economics
3 hours
3 hours
3 hours
3 hours
3 hours
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GEOG 1101
HIST 1111
HIST 1112
PSYC 1101
PSYC 2103
SOCI 1101
SOCI 1160
Intro. to Human Geography
World Hist. to Early Modern Times
World Hist. Early Modern Times to Present
Intro. to Psychology
Human Growth & Development
Intro. to Sociology
Social Problems
3 hours
3 hours
3 hours
3 hours
3 hours
3 hours
3 hours
===========================================================================
Additional University Requirements
5 hours
FRES 1101
Freshman Year Experience I
1 hour
FRES 1102
Freshman Year Experience II
1 hour
FRES 1103
Freshman Year Experience
2 hours
(Combined I and II)
Choose one of the following:
HEDU 1101
Concepts in Healthful Living
HEDU 1111
Physical Fitness for Life
HEDU 1201
Physical Activity & Stress Mgnt.
HEDU 1211
Physical Activity & Body Comp.
2 hours
2 hours
2 hours
2 hours
Choose one of the following:
HEDU 1301
HEDU 1401
HEDU 1501
HEDU 1511
HEDU 1521
HEDU 1601
HEDU 1611
HEDU 1621
Weight Training
Physical Conditioning
Modern Dance Techniques
Modern Dance Performance
Aerobic Dancing
Swimming I
Swimming II
Aqua Dynamics
1 hour
1 hour
1 hour
1 hour
1 hour
1 hour
1 hour
1 hour
====================================================================
Area F-Courses Appropriate to the Program of Study
18 hours
CHEM 1211
Principles of Chemistry
3 hours
CHEM 1211L
Principles of Chemistry Lab
1 hour
MATH 2101
Calculus I
4 hours
MATH 2111
Calculus II
4 hours
ENGT 2101K
Computer Graphics
3 hours
ENGT 2111K
CAD Applications
1 hour
ENGT 2201
Technical Writing
2 hours
====================================================================
Upper Division Technology/Engineering Education Core
27 hours
TEED 1101
ENGT 3101
MECT 3101K
TEED 2203
TEED 3104
TEED 3203
The Nature of Technology
Statics
Engineering Materials
Technology & Society
Technological Research, Experiments
Information and Communication Systems
3 hour
3 hours
3 hours
3 hours
3 hours
3 hours
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TEED 3303
Energy, Power, & Transportation
3 hours
TEED 3803
Media Communication for Technology Education
3 hours
TEED 4103
Engineering Design for Technology Ed. Capstone
3 hours
====================================================================
Technology Education Major
33 hours
EDUC 2110
Investigation of Critical/Contemporary Issues
3 hours
EDUC 2120
Exploring Socio-Culture
3 hours
EDUC 2130
Exploring Teaching & Learning
3 hours
EDUC 3030
Exploring-Exceptional Learner
3 hours
EDUC 3200
Curriculum and Assessment
3 hours
EDUC4475
Student Teaching & Seminar
12 hours
TEED 4416
Methods of Teaching Technology & Lab Management 3 hours
TEED 4417
Teaching Technology Practicum
3 hours
====================================================================
Total Hours=======================================
125 hours
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Sample Plan of Study
BSED – Technology Education
FRESHMAN YEAR
CR
SECOND SEMESTER
4
HUMN 1201 Critical Thinking &
Communication
3
ENGL 1102
1
FRES 1101 Freshman Experience II
1
AFRS 1501 African American History
3
POLS 1101 American Government
3
TEED 1103 The Nature of Technology
15
TOTAL HOURS
FIRST SEMESTER
CHEM 1211/1211L Prin. Of Chemistry I
ENGL 1101
FRES 1101 Freshman Experience I
HEDU Elective
ISCI 1101 Integrated Science I
MATH 1113 Pre-Calculus
TOTAL HOURS
FIRST SEMESTER
EDUC 2110 Investigating
Critical/Contemp. Issues
ENGT 2111K CAD Applications
ENGT Technical Writing
HIST 2111 U.S. History to the Post-Civil
War Period
MATH 2101 Calculus I
PHYS 1111K Introductory Physics I
TOTAL HOURS
CR
3
3
1
2
3
3
17
SOPHOMORE YEAR
CR
SECOND SEMESTER
3
CSCI 1130 Computer Applications
1
2
3
4
4
17
CR
3
PSYC 1101 Behavioral Sciences
MATH 2111 Calculus II
EDUC 2130 Exploring Teaching and
Learning
RPHS 2101 Introduction to Philosophy
3
4
3
TOTAL HOURS
16
3
ENGT 2101K Computer Graphics
JUNIOR YEAR
CR
SECOND SEMESTER
3
TEED 3303 Energy, Power, &
Transportation
3
EDUC 3030 Exploring-Exceptional Learners
ENGT 3101 Statics
3
HUMN 2011 Humanities
TEED 2203 Technology & Society
TOTAL HOURS
FIRST SEMESTER
EDUC 2120 Exploring Socio-Culture
FIRST SEMESTER
TEED 3203 Information and
Communication System
TEED 4103 Engineering Design for
Technology Education (Capstone)
TEED 4416 Methods of Teaching Technology
& Lab Management
TEED 4417 Teaching Technology Practicum
TEED3803 Media Communication for Tech.
Education
TOTAL HOURS
CR
3
3
3
3
3
TEED 3104 Technological Research
& Experiments
MECT 3101K Engineering Materials
POLS 2401 Global Issues
15
TOTAL HOURS
15
SENIOR YEAR
CR
SECOND SEMESTER
3
EDUC 3200 Curriculum and Assessment
(Online Course)
3
EDUC 4475 Teaching Internship
3
3
CR
3
12
3
3
3
15
TOTAL HOURS
15
Total hours=========== (120 + 5 hours University Requirements) = 125 hours
15 | P a g e
a. Clearly differentiate which courses are existing and which are newly developed courses.
Include the course titles as well as acronyms and credit hour requirements associated with
each course.
Courses Existing or New
COURSES
AFRS 1501
CHEM 1211
CHEM 1211L
CSCI 1130
ENGL 1101
ENGL 1102
ENGT 2101K
ENGT 2111K
ENGT 2201
ENGT 3101
FRES 1101
FRES 1102
HEDU (Electives)
HIST 2111
HUMN 1201
HUMN 2011
ISCI 1101
MATH 1113
MATH 2101
MATH 2111
MECT 3101K
PHYS 1111K
POLS 1101
POLS 2401
PSYC 1101
RPHS 2101
EDUC 2110
EDUC 2120
EDUC 2130
EDUC 3030
EDUC 3200
EDUC 4475
TEED 1103
TEED 3104
TEED 2203
TEED 3203
TEED 3303
TEED 3803
TEED 4103
TEED 4416
TEED 4417
TITLE
African American History
Principles of Chemistry I
Principles of Chemistry I (Lab)
Computer Applications
Composition I
Composition II
Computer Graphics
CAD Applications
Technical Writing
Statics
Freshman Experience I
Freshman Experience II
University Requirements
U.S. History to the Post-Civil War Period
Critical Thinking & Communication
Humanities
Integrated Science I
Pre-Calculus
Calculus I
Calculus II
Engineering Materials
Introductory Physics I
American Government
Global Issues
Behavioral Sciences
Introduction to Philosophy
Investigation of Critical/Contemporary Issues
Exploring Socio-Culture
Exploring Teaching & Learning
Exploring-Exceptional Learner
Curriculum and Assessment
Student Teaching & Seminar
The Nature of Technology
Technological Research & Experiments
Technology and Society
Information and Communication Systems
Energy, Power, & Transportation
Media Communication for Technology Education
Engineering Design for Technology Ed. Capstone
Methods of Teaching Technology & Lab Management
Teaching Technology Practicum
Total Credit Hours =======================
CREDIT
HOURS
2
3
1
3
3
3
3
1
2
3
1
1
3
3
3
3
3
3
4
4
3
4
3
3
3
3
3
3
3
3
3
12
3
3
3
3
3
3
3
3
3
125
EXISTING
OR NEW
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
16 | P a g e
b. Append course descriptions for all courses (existing and new courses).
(See Appendix A)
c. When describing required or elective courses, list all course prerequisites.
(See Appendix A)
d. Provide documentation that all courses in the proposed curriculum have met all
institutional requirements for approval.
The proposed new degree curriculum with new and existing courses have been reviewed and
discussed at various institutional levels and has been approved for submission to the Board of
Regents. Additionally, the new advisory committee for education; composed of faculty,
administrators, P-12 principals, and other community leaders was integral to the development of
the proposed new degree and supports the proposed new degree’s curriculum. Finally, the
proposed new degree curriculum has the full support and approval of the Vice President for
Academic Affairs and the University President. Copies of meeting agendas and minutes are in
appendix.
(See Appendix D)
e. Append materials available from national accrediting agencies or professional
organizations as they relate to curriculum standards for the proposed program.
The BSED in Technology Education will be reviewed by the Georgia Professional Standards
Commission and accredited by the National Council for the Accreditation of Teacher Education.
In addition to aligning the six NCATE standards and the Georgia Professional Standards, the
proposed degree program aligns with the content area standards of the International Technology
Education Association/Council on Technology Teacher Education .
(See Appendix B)
f. Indicate ways in which the proposed program is consistent with national standards.
All components of the proposed programs must be consistent with both state and national
standards.
Program goals, objectives and student learning outcomes are consistent and based upon the
standards set forth by the ITEA/CTTE/NCATE accreditation standards (NCATE, 2005). All
courses have stated goals and objectives that are listed on the course syllabus.
All courses in the new program are designed to meet the professional ITEA/CTTE, NCATE, and
state standards identified in Appendix B. The Professional Standards Commission has adapted
the Professional Standards for the Accreditation of Schools, Colleges, and Departments of
Education published by NCATE for use in the Georgia professional education unit and
preparation program approval process.
(See Appendix B)
17 | P a g e
g. If internships or field experiences are required as part of the program, provide
information documenting internship availability as well as how students will be assigned
and supervised.
Candidates will be required to observe and work with 6-12 school students and teachers
throughout the teacher education program with field experiences and student teaching internship.
The field experiences for this proposed program will allow the teacher candidate to apply content
and theory. Teacher candidates will observe, practice and implement effective teaching strategies
for 6-12 students. As a part of their field work, candidates will reflect on their experiences
through electronic portfolios and other work samples. Cooperating teachers, DOTE supervisors,
and teacher candidates will evaluate their performances in assigned field experiences and
internship. In addition, teacher candidates will be observed and evaluated by supervisors and
faculty in each of the methods courses.
The Department of Teacher Education will appoint a Field Experience Coordinator to monitor all
students’ field experiences. Educational leaders in the service areas have agreed to partner with
the DOTE and provide master teachers where students can complete required field experiences
and internships.
h. Indicate the adequacy of core offerings to support the new program.
The current frequency of offerings for courses in the core of this proposed curriculum is
adequate for the anticipated enrollment in this program. Currently there are several sections of
core courses to support the new program. These courses are offered multiple times every year in
Engineering Technology, Natural Sciences and Mathematics, and Liberal Arts. Initially, it is
anticipated that only one or two sections of the core courses will be required for new program
students.
6. Admissions criteria. Please include required minimal scores on appropriate
standardized tests and grade point average requirements.
Freshman Applicant/Regular Admission:
Acceptance to the University is determined on the basis of a Freshman Index, which is calculated
by using a numerical formula (See Freshmen Index below). The required Freshmen Index for
Fall 2002 is 1940. The high school curriculum, ACT or SAT scores, and the high school college
preparation grade point average are used to determine admissions. Applicants must be a graduate
of an accredited high school (regional accrediting association or a public school regulated by a
school system and state department of education) with a diploma (a certificate of attendance is
not acceptable). The University requires the students' final high school transcripts before they are
allowed to attend classes. Applicants graduating from high school less than 5 years or earlier,
must complete requirements of the College Preparatory Curriculum (CPC) of the Board of
Regents (see College Preparatory Curriculum).
18 | P a g e
Regular Admissions Requirements:
Freshman Index of 1940
SAT Critical Reading score of 430 SAT Math score of 400
Or ACT English 17, ACT Math 17, and ACT Composite 17
2.2 GPA
16 CPC Units
Admissions Procedures:
Application form. Applicants seeking admission must file an application for
admission prior to the specified deadline as indicated in the academic calendar.
An application may be obtained from the Office of Admissions or on-line at
http://www.savannahstate.edu/em/admissions/apply.htm.
Certificate of immunization. All applicants must submit a University System of
Georgia Certificate of Immunization as a condition of enrollment. This form
must be on file before registration.
Application fee. A non-refundable processing fee of $20.00 is required with all
applications.
Official transcript(s) of courses completed. All documents must be on file in the
Office of Admissions prior to the specified document deadline. Freshmen
applicants should request their high school guidance department to send an
official copy of their transcript. Non-traditional adult candidates must submit an
official high school transcript and official college transcript(s), if applicable.
Transfer candidates with fewer than 45 transferable quarter hours, or 30
transferable semester hours (students in this category must have completed two
college level English courses and one college level math course) should submit
official transcripts from their high schools and from all colleges previously
attended.
Copies of test scores. The Scholastic Aptitude Test (SAT I) or The American
College Testing Program (ACT) tests are required for all freshmen applicants and
transfer students not meeting transfer requirements. Transfer candidates who have
attempted fewer than 45 transferable core quarter hours or 30 transferable
semester hours must also submit SAT I or ACT scores and submit an official copy
of their high school transcript.
Other requirements. The University may require applicants to appear for a
personal interview and to take any achievement, aptitude, and psychological tests
it deems appropriate in order to make a decision regarding the qualification for
admission to the University. Once admitted, all students are required to take a
Writing Assessment. Some students may also be required to take placement tests
in English, reading, and/or mathematics.
19 | P a g e
The Department of Teacher Education Admission:
During the first three semesters, students interested in Secondary Education should take EDUC
2110 – Investigating Critical/Contemporary Issues in Education, EDUC 2120 – Exploring SocioCultural Diversity, and EDUC 2130 - Exploring Teaching & Learning. Students should also fill as
many General Education requirements as possible. PSYC 1101 is a prerequisite for the Secondary
Education Program and will also count as a Social Science in Core Area E requirements.
Secondary Education majors are available in the following areas of teacher certification: Biology,
Mathematics, and Technology Education. A specific list of subject matter requirements for each
teaching certification in Secondary Education grades 6-12 is available from the Department of
Teacher Education. All prospective Secondary Education students should apply to the Department
of Teacher Education during the semester that they attain 42 credits.
Applicants must have a minimum cumulative G.P.A. of 2.7, as well as a G.P.A. of 2.7 in education
and the area of certification. A test of academic skills prior to admission is required. Candidates
admitted into initial preparation programs at the post baccalaureate level have attained appropriate
depth and breadth in both general and content studies, with a minimum of a bachelor’s degree from a
GPSC accepted accredited institution.
7. Availability of assistantships (if applicable).
(Not Applicable)
8. Student learning outcomes and other associated outcomes of the proposed program.
Teacher candidates who graduate from the proposed program will develop the knowledge, skills
and dispositions to teach in grades 6-12. In order to achieve this goal, the program will focus on
the following outcomes that coincide with the National and Professional Standards for
professionals in the field. General Student learning outcomes from the Georgia Professional
Standards Commission are:
Identification and education of children with special needs
Candidates in all teaching fields must complete three or more semester hours, or the
equivalent, in the identification and education of children who have special educational
needs.
Use, application, and integration of instructional technology
Candidates have demonstrated proficiency in the use, application, and integration of
instructional technology, either by attaining an acceptable score on a PSC-approved test of
computer skill competency or by completing a PSC-approved training course or equivalent.
Georgia P-12 curriculum
Candidates are prepared to implement the appropriate sections of any Georgia mandated
curriculum (e.g. Georgia Performance Standards, GPS, Quality Core Curriculum, QCC) in
each relevant content area.
20 | P a g e
Professional ethical standards and requirements for certification and employment
Candidates are provided with information about professional ethical standards, criminal
background check, and clearance for certification and employment.
(See Appendix B for ITEA/CTTE Technology Education candidate/student outcomes)
9. Administration of the program:
a. Indicate where the program will be housed within the academic units of the institution.
b. Describe the administration of the program inclusive of coordination and
responsibility.
The program will be housed in the College of Sciences and Technology’s (COST) new
Department of Teacher Education. The college currently is comprised of three departments. The
new Department will be led by a director who reports directly to the Vice President for
Academic Affairs. The director of the Department of Teacher Education is the unit head and is
responsible for the academic management of the department. The director’s major responsibility
is to ensure that all programs in the department are managed in accordance to college, university,
state, and national standards. An Assessment Coordinator will manage the unit’s Assessment
System to track all outcome performance data. A Field and Clinical Experiences Coordinator will
be assigned to advise students and monitor field, clinical/internship experiences. Additionally, there
will be a methods faculty assigned. Other faculty responsibilities will be managed by faculty parttime to the DOTE but full-time to the content area in another university department. Oversight for
this and all programs in the department is ultimately the responsibility of the Director of the
Department of Teacher Education. The chart that follows, illustrates the department’s organization
with all proposed programs represented.
The Department of Teacher Education
Organizational Chart
Director of Teacher
Preparation
Assessment
Coordinator
Science Methods
Faculty
Teacher Prepartion
Advisory Committee
Field Experiences and
Clinical Practice
Coordinator
Technology
Methods Faculty
Mathematics
Methods Faculty
21 | P a g e
10. Waiver to Degree-Credit Hour (if applicable): If the program exceeds the maximum
credit hour requirement at a specific degree level, then provide an explanation supporting the
increase in hours (Note: The maximum for bachelor’s degrees is 120-semester credit hours and
the maximum for master’s degrees is 36-semester credit hours).
None
11. Accreditation: Describe disciplinary accreditation requirements associated with the
program (if applicable).
The program is required to be accredited by National Council for the Accreditation of Teacher
Education (NCATE) and to be nationally recognized by its specialized professional association
SPA.
The Georgia Professional Standards Commission has adapted the Professional Standards for
the Accreditation of Schools, Colleges, and Departments of Education published by the
National Council for the Accreditation of Teacher Education (NCATE) for use in the Georgia
professional education unit and preparation program approval process. The adapted standards
include all six of the NCATE standards, as well as two additional standards that address
Georgia-specific requirements. The adapted standards, the Georgia Standards for the
Approval of Professional Education Units and Preparation Programs (effective 09/1/08)
apply to all professional education units and preparation programs in Georgia.
In addition to the GaPSC and NCATE standards, the program must meet all standards to be
recognized nationally by the International Technology Education Association/Council of
Technology Teacher Educators. The ITEA/CTTE is the national (SPA) for technology
education teachers.
12. Projected enrollment for the program especially during the first three years of
implementation. Please indicate whether enrollments will be cohort-based.
Projected Enrollment for the Program
It is projected that approximately 15 to 20 students will initially enroll in the program. As the
program develops and grows, it is anticipated that an average of 15-25 students will continue to
enroll and participate as the program becomes known.
ENROLLMENT
PROJECTIONS
New
Existing
Attrition (Retention Rate = .75)
Total Majors
First Year
FY 2012
15
0
0
15
Second Year
FY 2013
20
15
-4
31
Third Year
FY 2014
20
23
-8
53
The enrollment projections are not cohort-based.
22 | P a g e
These projections are based on survey results which indicate that approximately 20 students will
enter the program in the first two years of the program, and informal surveys of current students
show that at least 15 currently-enrolled students desire to transfer in the program. As such, the
projection of 20 new students per year is conservative.
13. Faculty
a. Provide an inventory of faculty directly involved with the administration of the
program. For each faculty member, provide the following information:
(See Appendix C - Table for Faculty Directly Involved with Program)
Total Number of Faculty: 1- FTE first two years; an additional faculty will be requested for year
three; see Enrollment Projections Narrative.)
b. If it will be necessary to add faculty in order to begin the program, give the
desired qualifications of the persons to be added, with a timetable for adding new
faculty and plan for funding new positions.
Faculty Title
Assistant Professor
Technology
Education (6-12)
Methods
Qualifications
Terminal degree
(Ed.D. or Ph.D.) in
the content area
(Technology
Education) from an
accredited
institution.
(Tenure-Tracked
position)
Timetable
One new faculty first
two years.
Third year of
implementation, we
will request an
additional full-time
faculty.
Plan for Funding
Funds from
reallocation of
existing positions,
increased university
enrollment
resources, and from
program generated
funds.
14. Fiscal, Facilities, Enrollment Impact, and Estimated Budget
Provide a narrative that explains how current institutional resources will be expended specifically
for this program. Provide a narrative that explains how the institution will fiscally support the
establishment of the new program through the redirection of existing resources and acquisition of
new resources. Indicate whether the institution will submit a request for new funds as part of its
budget request. The narrative also needs to explain the basis of the institution’s projections with
regard to anticipated EFT, head count, student enrollment, estimated expenditures, and projected
revenues.
The proposed bachelor degree program will be implemented combining existing resources,
resources developed from budget redirection, and from funds due to the increased student
enrollment at Savannah State University. During the third and fourth year, the program becomes
more self-supporting and will reduce the need for special university funding. The following
narratives explain anticipated EFT, head count, student enrollment, estimated expenditures, and
projected revenues.
23 | P a g e
I.
ENROLLMENT PROJECTIONS NARRATIVE YEAR 1
15 new students will enroll in Freshman Courses
Course Sections Satisfying Program Requirements
2 NEW courses are needed each semester
1 Sections of EACH COURSE is needed each semester (15 students per section)
4 Sections will be offered in Year 1
Credit Hours Generated by Those Courses
15 Students taking 4 courses per year =60 headcount/15 students/ courses =4
60x3 credit/hours = 90 credit/hours
II.
EXPENDITURES
4 Course Sections in Year 1
Faculty load =12
Reassigned Position –
(One Existing Faculty @ $50,000) 50% of Time = $25,000 + $7,750 Fringe benefits (31%) = $32,750
New Faculty
One full-time faculty @ $45,000 (average faculty salary) =$45,000
Administrator (Director) = $25,334
Assessment Coordinator =$13,334
Administrative Assistant = $ 8,334
Fringe benefits calculated at 31% x ($45,000 +$25,334 +$13,334 + 8,334) = $ 28,521
Total Personnel Expenditures: $120,523.00
Start-up Costs (one-time expenses)
Library Resources (CMC in the Library) = $6667
Assessment System (One Time Fee) = $5,000
(NCATE Visit Fee) = $1,350
Total Start-up Cost = $13,017.00
Operating Costs (recurring costs -base budget)
Supplies/Expenses: $3000 +$1264 (NCATE/AACTE Annual Fee) = $4264
Travel: for one faculty to attend NCATE/AACTE Conference = $1,500
Total Recurring Costs=$7,764
GRAND TOTAL COSTS: = $174,054.00
III.
REVENUE SOURCES
Reallocation of existing funds (One Existing Faculty @ $50,000) 50% of Time = $25,000 + Fringe
Benefits $7750) = $32,750
New Tuition:
15 students taking 4 courses per year =60 headcount
60 x 3 credit/hours = 180 credit/hours
180 credit/hours x $130 /semester ($260) =$ 46,800
Student Fees
$102 Student Institutional Fees + $50 Technology Fee = $152
15 students take course each semester = 30 fees of $152 =$4660.00
Other (Funds from new enrollment increases for the University) = $89,844
GRAND TOTAL REVENUES: $174,054.00
24 | P a g e
I.
ENROLLMENT PROJECTIONS NARRATIVE - YEAR 2
11 - Students will return after Year 1 (current SSU retention rate .75) (15 x .75 = 11.25)
20 – New students will enroll in Freshman Courses
Course Sections Satisfying Program Requirements
4 Sections of Existing Courses will be offered in Year 2
Credit Hours Generated by Those Courses
31 students taking 4 courses per year =124 headcount
124x3 credit/hours = 372 credit/hours
II. EXPENDITURES
4 Course Sections in Year 2
Reassigned Position –
(One Existing Faculty @ $50,000) 50% of Time = $25,000 + $7,750 Fringe benefits (31%) = $32,750
New Faculty
One full-time faculty @ $45,000 (average faculty salary) =$45,000
Administrator (Director) = $25,334
Assessment Coordinator =$13,334
Administrative Assistant = $ 8,334
Fringe benefits calculated at 31% x ($45,000 +$25,334 +$13,334 + 8,334) = $ 28,521
Total Personnel Expenditures: $120,523.00
Start-up Costs (one-time expenses)
Library Resources (CMC in the Library) = 0
Assessment System (One Time Fee) = 0
(NCATE Visit Fee) = 0
Total Start-up Cost = 0
Operating Costs (recurring costs -base budget)
Supplies/Expenses: $3000 +$1264 (NCATE/AACTE Annual Fee) = $4264
Travel: for one faculty to attend NCATE/AACTE Conference = $1,500
Total Recurring Costs=$7,764
GRAND TOTAL COSTS: = $161,037.00
III. REVENUE SOURCES
Reallocation of existing funds (One Existing Faculty @ $50,000) 50% of Time = $25,000 + Fringe
Benefits $7750) = $32,750.00
New Tuition:
31 students taking 4 courses per year =124 headcount
124 x 3 credit/hours = 372 credit/hours
372 credit/hours x $130 /semester ($260) =$96,720
Student Fees
$102 Student Institutional Fees + $50 Technology Fee = $152
31 students take course each semester = 62 fees of $152 =$9,424
Other (Funds from new enrollment increases for the University) = $22,143.00
GRAND TOTAL REVENUES: $161,037.00
25 | P a g e
I.
ENROLLMENT PROJECTIONS NARRATIVE - YEAR 3
23 Students will return after Year 2 (current SSU retention rate .75) (31 x .75 = 23.25)
20 new students will enroll in Freshman Courses
43 Students are projected
43 students x 4 classes = 172 headcount
Credit Hours Generated by Courses
43 students taking 4 courses per year = 172 headcount
172 x3 credit/hours = 516 credit/hours
II. EXPENDITURES
4 Course Sections in Year 3
Faculty load =12
Reassigned Position –
(One Existing Faculty @ $50,000) 50% of Time = $25,000 + $7,750 Fringe benefits (31%) = $32,750
New Faculty
One full-time faculty @ $45,000 (average faculty salary) =$45,000
Request one (1) new full-time faculty position = $45,000
Administrator (Director) = $25,334
Assessment Coordinator =$13,334
Administrative Assistant = $ 8,334
Fringe benefits calculated at 31% x ($45,000 +$45,000 +$25,334 +$13,334 + 8,334) = $ 42471
Total Personnel Expenditures: $179,473.00
Start-up Costs (one-time expenses)
Library Resources (CMC in the Library) = 0
Assessment System (One Time Fee) = 0
(NCATE Visit Fee) = 0
Total Start-up Cost = 0
Operating Costs (recurring costs -base budget)
Supplies/Expenses: $3000 +$1264 (NCATE/AACTE Annual Fee) = $4264
Travel: for one faculty to attend NCATE/AACTE Conference = $1,500
Total Recurring Costs=$7,764
GRAND TOTAL COSTS: = $219,987.00
III. REVENUE SOURCES
Reallocation of existing funds (One Existing Faculty @ $50,000) 50% of Time = $25,000 + Fringe
Benefits $7750) = $32,750.00
New Tuition:
43 students taking 4 courses per year =172 headcount
172 x 3 credit/hours = credit/hours
516 credit/hours x $130 /semester ($260) =$ 134,160.00
Student Fees
$102 Student Institutional Fees + $50 Technology Fee = $152
43 students take course each semester = 86 fees of $152 = $ 13,072
Other (Funds from new enrollment increases for the University) = $40,005.00
GRAND TOTAL REVENUES: $ 219,987.00
26 | P a g e
I.
ENROLLMENT PROJECTIONS NARRATIVE - YEAR 4
32 Students will return after Year 2 (current SSU retention rate .75) (31 x .75 = 23.25)
20 New students will enroll in Freshman Courses
52 Students are projected
Course Sections Satisfying Program Requirements
52 Students x 4 classes=208 headcount
Credit Hours Generated by Those Courses
52 Students taking 4 courses per year = 208 headcount
208 x3 credit/hours = 624 credit/hours
Degrees Awarded (45% of Returning Students --32 x .45) = 14
II. EXPENDITURES
Reassigned Position –
(One Existing Faculty @ $50,000) 50% of Time = $25,000 + $7,750 Fringe benefits (31%) = $32,750
New Faculty
One full-time faculty @ $45,000 (average faculty salary) =$45,000
Request one (1) new full-time faculty position = $45,000
Administrator (Director) = $25,334
Assessment Coordinator =$13,334
Administrative Assistant = $ 8,334
Fringe benefits calculated at 31% x ($45,000 +$45,000 +$25,334 +$13,334 + 8,334) = $ 42471
Total Personnel Expenditures: $179,473.00
Start-up Costs (one-time expenses)
Library Resources (CMC in the Library) = 0
Assessment System (One Time Fee) = 0
(NCATE Visit Fee) = 0
Total Start-up Cost = 0
Operating Costs (recurring costs -base budget)
Supplies/Expenses: $3000 +$1264 (NCATE/AACTE Annual Fee) = $4264
Travel: for one faculty to attend NCATE/AACTE Conference = $1,500
Total Recurring Costs=$7,764
GRAND TOTAL COSTS: = $219,987.00
III. REVENUE SOURCES
Reallocation of existing funds (One Existing Faculty @ $50,000) 50% of Time = $25,000 + Fringe
Benefits $7750) = $32,750.00
New Tuition:
52 students taking 4 courses per year = 208headcount
208 x 3 credit/hours = 624credit/hours
624 credit/hours x $130 /semester ($260) = $162,240.00
Student Fees
$102 Student Institutional Fees + $50 Technology Fee = $152
52 students take course each semester = 104 fees of $152 = $15,808
Other (Funds from new enrollment increases for the University) = $9,189.00
GRAND TOTAL REVENUES: $219,987.00
27 | P a g e
First Year
FY
I. ENROLLMENT PROJECTIONS
Student Majors
Shifted from other programs
New to the institution
Continuing Majors
Attrition
Transfers
Total Majors
Second Year
FY
Third Year
FY
Fourth Year
FY
15
0
0
20
15
-4
20
31
-8
20
43
-11
15
31
43
52
0
4
4
4
4
8
8
4
12
12
4
16
0
90
90
88
160
744
828
720
1548
1536
960
2496
DEGREES AWARDED (Graduation Rate= 35%)
0
0
10
14
II. EXPENDITURES
Personnel – reassigned or existing positions
Faculty (One Existing Faculty @ $50,000) 50% of
Time = $25,000
Part-time Faculty
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other Personnel Costs
Total Existing Personnel Costs
EFT Dollars
EFT Dollars
EFT Dollars
EFT Dollars
$25,000.00
25,000.00
$25,000.00
$25,000.00
0
0
0
0
7,750.00
0
$32,750.00
0
0
0
0
0
0
$32,750 0
0
0
0
0
7,750.00
0
$32,750.00
0
0
0
0
7,750.00
0
$32,750.00
$45000.00
0
0
25,334.00
8,334.00
28,521.00
13,334.00
$120,523.00
45,000.00
0
0
25,334.00
8,334.00
28521.00
13,334.00
$120,523.00
$90,000.00
0
0
25,334.00
8,334.00
42,471.00
13,334.00
$179,473.00
$90,000.00
0
0
25,334.00
8,334.00
42,471.00
13,334.00
$179,473.00
0
0
0
0
0
0
0
0
Course Sections Satisfying Program Requirements
Previously existing
New
Total Program Course Sections
Credit Hours Generated by Those Courses
Existing enrollments
New enrollments
Total Credit Hours
EXPENDITURES (Continued)
Personnel – new positions
Faculty ( Average Full-time Faculty Salary= $45,000)
Part-time Faculty
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other personnel costs (Assessment Coordinator)
Total New Personnel Costs
Start-up Costs (one-time expenses)
Library/learning resources
Equipment
28 | P a g e
Other (NCATE Program Evaluation Visit Fee)
Assessment Software
Media/Print Resources to establish a Curriculum
Media Center (CMC) in the Library
Physical Facilities: construction or major renovation
Total One-time Costs
Operating Costs (recurring costs – base budget)
Supplies/Expenses
Travel
Equipment
Library/learning resources
Other
Total Recurring Costs
GRAND TOTAL COSTS
III. REVENUE SOURCES
Source of Funds
Reallocation of existing funds (One Existing Faculty
@ $50,000) 50% of Time = $25,000 + Fringe Benefits
$7750)
New student workload
New Tuition (See narrative note)
Federal funds
Other grants
Student fees (Institutional Fee $102.00 + Technology
Fee $50) = $152.00
Other (Funds from new enrollment increases)
New state allocation requested for budget hearing
Nature of Funds
Base budget
One-time funds
1350.00
5000.00
0
0
0
0
0
0
0
$13,017.00
0
0
0
0
0
0
0
0
0
0
4,264.00
1,500.00
0
2000.00
0
$7,764.00
4264
1500
0
2000
0
$7,764.00
4264
1500
0
2000
0
$7,764.00
4264
1500
0
2000
0
$7,764.00
$174,054.00
$161,037.00
$219,987.00
$219,987.00
$32,750.00
$32,750.00
$32,750.00
$32,750.00
$46,800.00
0
0
$ 96,720.00
0
0
0
$134,160.00
0
0
0
$162,240.00
0
0
4,660.00
9,424.00
13,072.00
15808.00
89,844.00
0
0
0
0
0
0
22,143.00
0
0
0
0
0
0
40,005.00
0
0
0
0
0
0
9,189.00
0
0
0
0
0
0
$174,054.00
$161,037.00
$219,987.00
$219,987.00
6667.00
GRAND TOTAL REVENUES
29 | P a g e
Facilities Information for New Academic Programs
Proposed Location for the Program: College of Sciences and Technology
Floor area required for the program (gross and net square feet): 1350 square feet; 1050 s.f. for
one classroom, 300 s.f. for two faculty offices.
Type of spaces required:
 Number of classrooms
 Number of labs
 Number of offices
 Other spaces
____1_______
____0_____ (Use Existing Labs)
____2______
___________
Place an ―X‖ beside the appropriate selection:
__X______
Existing facility will be used as is (area square footage):
________
Existing facility will require modification (area square footage):
Projected renovation cost:
Estimated relocation cost:
Total funding required:
Source of Funding:
_________
Construction of new facilities will be required (area square footage):
Estimated construction cost:
Estimated total project cost:
Proposed source of funding:
List any infrastructure impacts that the program will have (i.e., parking, power, HVAC, etc.) and
indicated estimated cost and source of funding.
Other comments:
Note: A system office Facilities Project Manager(through the Office of Facilities) may contact
you with further questions separate from the review of the new academic program.
30 | P a g e
Appendixes
Appendix A: Course Description and Prerequisites
Appendix B: Accreditation Standards
Appendix C: Table of Faculty Directly Involved with Program
Appendix D: Endorsement Documents
31 | P a g e
Page 32
Appendix A: Course Descriptions
Course Name
Course Description
Credit
Hours
2
Prerequisites
Existing or
New
Existing
Course Number
AFRS 1501
African American History
A survey and understanding of the cultural,
economic, political, psychological and social
development of African Americans and an
analysis of their contemporary status.
CHEM 1211
Principles of Chemistry I
3
Prerequisite: All students
are required to take a
Chemistry Placement Test
Existing
CHEM 1211L
Principles of Chemistry I (Lab)
1
Prerequisite or
Corequisite: CHEM 1211
Existing
CSCI 1130
Computer Applications
EDUC 2110
Investigating
Critical/Contemporary Issues
First course in a two-semester sequence
covering the fundamental principles and
applications of chemistry. This course covers
composition of matter, stoichiometry, periodic
relations, and nomenclature.
Laboratory exercises to supplement the lecture
material of CHEM 1211.
An introductory course specially designed to
help students become computer literate. The
course covers the history of computers,
hardware, software, and use of the state-of-theart technology. Another unique feature of this
course is that students use Internet, MS
OFFICE applications using word processing,
spreadsheets, and HTML language to create
home pages
Observations and analyses of critical
educational issues influencing the social and
political contexts of educational settings in
Georgia and the United States. Students
examine the teaching profession, the meaning
of education and schooling in a diverse culture,
and the moral and ethical responsibilities of
teaching.
EDUC 2120
Exploring Socio-Culture
This course introduces teachers to fundamental
knowledge of culture essential for effective
teaching in increasingly diverse classrooms.
Designed as a foundation course for subsequent
courses focused on the preparation of culturally
responsive teachers, this course examines 1)
the nature and function of culture; 2) the
3
Existing
3
New
3
New
Page 33
EDUC 2130
Exploring Teaching & Learning
EDUC 3030
Exploring-Exceptional Learner
development of individual and group cultural
identity; 3) definition and implications of
diversity. Includes 15 hours of observation and
participation in an appropriate school settingelementary/early childhood, middle grades,
secondary or P-12 environments. Verification
of professional liability insurance and a
criminal background check are required prior to
receiving a school placement.
This course explores key aspects of learning
and teaching through examining your own
learning processes and those of others, with the
goal of applying your knowledge to enhance
the learning of all students in a variety of
educational settings and contexts. Includes 10
hours of observation and interaction with a
learner in a naturalistic setting. Current use of
technology will be integrated as
communication and instructional tools.
Verification of professional liability insurance
is required.
Prepares candidates to work collaboratively
with families and school personnel to have a
positive impact on the educational, social and
behavioral development of all students,
including those with a full range of disabilities,
in a diverse society. The course focuses on
knowledge of legislative mandates for serving
exceptional students, characteristics of
exceptionality, best practice in facilitating
teaching and learning, and accountability
through assessment of outcomes. This course
requires an observational experience in an
assigned school placement. Verification of
professional liability insurance is required prior
to placement in the field experience. Fulfills
Georgia HB 671 requirement.
3
Prerequisite: EDUC 2110
New
3
Prerequisite: Admission
to Teacher Education
New
Page 34
EDUC 3200
Curriculum and Assessment
An introduction to constructing, evaluating,
and interpreting tests; descriptive and
inferential statistics; state competency testing;
and guidelines for state program evaluations.
Full-time teaching experience in mathematics
under the supervision of a public school
cooperating teacher and a specialist in
mathematics education. Includes a regularly
scheduled seminar. Proof of professional
liability insurance is required prior to receiving
a school placement.
A course designed to develop college-level
reading and writing skills. Focuses on
vocabulary, analysis of readings, grammar,
mechanics, and the steps of the writing process.
Introduces documented research and various
patterns of organization and development.
Minimum passing grade is "C."
A course designed to further develop collegelevel reading and writing skills. Includes
analysis of literary texts and specialized
application of the research and writing skills
learned in ENGL 1101. Minimum passing
grade is "C."
An introduction to computer graphics hardware
and software with emphasis on hands-on
experience using one or more CAD systems.
Covers architectural, chemical, civil,
electronics and mechanical CAD applications.
3
Prerequisite: Admission
to Teacher Education
New
EDUC4475
Student Teaching/Internship
12
Prerequisite: Admitted to
Teacher Education; TEED
4416/4417
New
ENGL 1101
Composition I
3
Prerequisites: Regular
admission or exit from
ENGL 0099 or ENG 098
and READ 0099 or RDG
098
Existing
ENGL 1102
Composition II
3
Prerequisite: ENGL 1101
Existing
ENGT 2101K
Computer Graphics
ENGT 2111K
CAD Applications
ENGT 2201
Technical Writing
Covers fundamentals of writing technical
reports and research papers; illustrating
technical data; making oral presentations; and
participating in group communications.
2
ENGT 3101
Statics
A study of applied engineering mechanics of
rigid bodies in equilibrium. Analysis of forces,
reactions and moments in various force systems
for both two and three dimensional systems.
3
3
1
Prerequisite: MATH 1113
Prerequisite: ENGT
2101K
Prerequisite: ENGL 1102
Prerequisites: MATH
2101; PHYS 1111K or
PHYS 2211K
Existing
Existing
Existing
Existing
Page 35
Determination of centroids of composite area
and the moment of inertia will also be studied.
FRES (Elective)
Freshman Experience
University Requirement
2
Existing
HEDU (Elective)
Health and Fitness
University Requirement
3
Existing
HIST 2111
U.S. History to the Post-Civil
War Period
An introductory survey of the formative years
of the history of the United States.
3
Existing
HUMN 1201
Critical Thinking &
Communication
3
Existing
HUMN 2011
Humanities
This course is designed to assist in the
development of skills in critical reading,
critical thinking, and interpersonal
communication in the context of contemporary
issues. This course focuses not only on
improving reading comprehension and
analytical skills, but also on identifying
problems with logic found in one's own
communication and in that of others, on
developing an awareness of techniques
commonly used in advertising and political
language, on understanding principles of
interpersonal communication and public
speaking, and on organizing, developing, and
presenting audience-centered material.
Designed as a multicultural, cross-disciplinary
course to enable students to discover, interpret,
and assess critically the intellectual and
aesthetic expressions of cultures of America,
Europe, Asia, and Africa.
ISCI 1101
Integrated Science I
3
MATH 1113
Pre-Calculus
Nature, physical properties, structure and
evolution of the physical universe, nuclear
energy and the atom, cosmology, the nature of
energy and its conservation.
A course designed to prepare students for a
successful study of calculus. Topics include
functions and their graphs, inverse functions,
exponential and logarithmic functions,
3
3
Prerequisite: ENGL 1102
or ENG 109
Existing
New
Prerequisite: MATH 1111
or a minimum score of
475 on the SAT-MAT
Existing
Page 36
trigonometric functions and their inverses,
analytic trigonometry, application of
trigonometric functions, fundamentals of
analytic geometry, and polar coordinates.
MATH 2101
Calculus I
An integrated approach to differential calculus
and an introduction to integral calculus. Topics
include functions, graphs, the derivative,
applications of the derivative, maxima and
minima, velocity and acceleration, rates of
change, antidifferentiation, the fundamental
theorem of calculus, and basic integration
techniques.
4
MATH 2111
Calculus II
4
MECT 3101K
Engineering Materials
PHYS 1111K
Introductory Physics I
A continuation of MATH 2101. Topics include
logarithmic, exponential, and other
transcendental functions, applications of
integration, integration techniques. L'Hopital's
rule, improper integrals, and infinite series.
An overview of structures, properties, and
applications of metals, polymers, ceramics, and
composites commonly used in industry.
Problem-solving skills are developed in the
areas of materials selection, evaluation,
measurement, and testing.
An introductory course, which includes
material from mechanics, thermodynamics, and
waves. Elementary algebra and trigonometry
are examined.
POLS 1101
American Government
A comprehensive study of the origins,
principles, structures, processes, and practices
of American government, emphasis on various
perspectives on democratic theory and practice
of governmental institutions.
3
Existing
POLS 2401
Global Issues
An interdisciplinary approach to selected topics
in contemporary societies, using the
sociological, economic, geographic, and
3
Existing
3
4
Prerequisite: MATH 1113
Existing
Prerequisite: MATH 2101
Prerequisites: CHEM
1211, 1211L
Prerequisite: MATH 1113
Existing
Existing
Page 37
PSYC 1101
Behavioral Sciences
RPHS 2101
Introduction to Philosophy
TEED 1103
The Nature of Technology &
Society with Lab
TEED 2203
Technology and Society
TEED 3104
Technological Research, Exp.,
& Trouble-shooting
political perspectives; an opportunity to equip
students to understand and meet the challenges
of a rapidly changing world community.
This introductory survey course explores the
scientific study of human nature, behavior, and
cognitive processes. The major areas of
psychological study will be reviewed including
history, biology, memory, learning,
development, personality, abnormal and social
psychology. Emphasis will be placed on
applying psychological principles and data to
life experiences.
3
Existing
The basic survey course of the field of
philosophy. An introduction to logic, ethics,
ontology, and religion, etc., as a basis for
additional study in philosophy. Required for
minors.
A foundational study of the close relationship
between nature, emerging technologies, and
technological literacy throughout history. This
will be one of the first courses that incoming
students complete. As such, it will provide the
students with a baseline for the discipline.
An examination of the complex relationships
between society, values, and technological
development in developed and underdeveloped nations. This course will meet
several NCATE standards and expose the
student to technology in a new light.
3
Existing
3
New
3
New
A study of foundational concepts in
engineering & design, including the analysis
and use of technology problem solving tools
like research and development;
experimentation; and, trouble-shooting. This
course will provide students with an analysis
and teaching tool that can be used throughout
3
New
Page 38
TEED 3203
Information and Communication
Systems
TEED 3303
Energy Power and
Transportation
TEED 3803
Media Communication for
Technology Education
TEED 4103
Engineering Design for
Technology Education
TEED 4416
Methods of Teaching
Technology & Lab Management
TEED 4417
Teaching Technology Practicum
their educational experience and in teaching
after graduation.
This course will provide the student with
conceptual foundations and methodologies for
teaching information and communications
technology at the secondary level.
3
New
This course will provide the student with
conceptual foundations and methodologies for
teaching energy, power, and transportation
technologies at the secondary level.
This course will provide the student with
conceptual foundations and methodologies for
production of digital media to enhance teaching
and learning in technology education classes at
the secondary level.
This course will include an analysis of
engineering design, a focus on the design
processes, opportunities for physical and
computer modeling, and materials processing.
This course will provide the student with a
technical capstone for the concentration area.
3
New
3
New
3
New
An examination and application of curricular
issues, learning theories, teaching strategies,
instructional materials, laboratory management,
safety, and assessment procedures for teaching
secondary school technology education in the
multicultural and diverse classroom of today.
Includes a secondary school field experience in
mathematics teaching and seminars.
Emphasizes those practices suggested by
research in mathematics education and
encouraged by the ITEA and CTTE. Proof of
professional liability insurance is required prior
to receiving a school placement.
Practicum component of TEED 4416
3
Prerequisite: EDUC 2130,
MATH 3495, TEED 3475
and admission to Teacher
Education.
New
3
Taking concurrently with
TEED 4416
New
Page 39
Appendix B: Accreditation Standards
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION
UNITS AND EDUCATOR PREPARATION PROGRAMS
(Effective 9/1/08)
The Professional Standards Commission has adapted the Professional Standards for the
Accreditation of Schools, Colleges, and Departments of Education published by the National
Council for the Accreditation of Teacher Education (NCATE) for use in the Georgia professional
education unit and preparation program approval process. The adapted standards include all six
of the NCATE standards, as well as two additional standards that address Georgia-specific
requirements. The adapted standards, the Georgia Standards for the Approval of Professional
Education Units and Preparation Programs (Effective 09/1/08) apply to all professional
education units and preparation programs in Georgia.
I. CANDIDATE PERFORMANCE
Standard 1: Candidate Knowledge, Skills, and Dispositions
Candidates preparing to work in schools as teachers or other school professionals know and
demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and
professional knowledge and skills and professional dispositions necessary to help all students
learn. Assessments indicate that candidates meet professional, state, and institution/agency
standards.
Standard 2: Assessment System and Unit Evaluation
The professional education unit has an assessment system that collects and analyzes data on
applicant qualifications, candidate and graduate performance, and professional education unit
operations to evaluate and improve the performance of candidates, the professional education
unit and its preparation programs.
II. PROFESSIONAL EDUCATION UNIT CAPACITY
Standard 3: Field Experiences and Clinical Practice
The professional education unit and its school partners design, implement, and evaluate field
experiences and clinical practice so that teacher candidates and other school professionals
develop and demonstrate the knowledge, skills, and professional dispositions necessary to help
all students learn.
Standard 4: Diversity
The professional education unit designs, implements, and evaluates curriculum and provides
experiences for candidates to acquire and demonstrate the knowledge, skills, and professional
dispositions necessary to help all students learn. Assessments indicate that candidates can
demonstrate and apply proficiencies related to diversity. Experiences provided for candidates
Page 40
include working with diverse populations, including higher education and P-12 school faculty,
candidates, and students in P-12 schools.
Standard 5: Faculty Qualifications, Performance, and Development
Faculty are qualified and model best professional practices in scholarship, service, and teaching,
including the assessment of their own effectiveness as related to candidate performance; they
also collaborate with colleagues in the disciplines and schools. The professional education unit
systematically evaluates faculty performance and facilitates professional development.
Standard 6: Professional Education Unit Governance and Resources
The professional education unit has the leadership, authority, budget, personnel, facilities, and
resources, including information technology resources, for the preparation of candidates to meet
professional, state, and institution/agency standards.
III. GEORGIA SPECIFIC REQUIREMENTS FOR PROFESSIONAL EDUCATION
UNITS AND PREPARATION PROGRAMS
Standard 7: Requirements and Standards Specified in Rule 505-3-.01
The professional education unit ensures that all preparation programs meet all applicable
requirements of Rule 505-3-.01, REQUIREMENTS AND STANDARDS FOR APPROVING
PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS,
Education Personnel Preparation Rules and Procedures.
Elements of Standard 7
7a. ADMISSIONS REQUIREMENTS
Candidates admitted to initial preparation programs at the baccalaureate level have a minimum
grade point average of 2.5 on a 4.0 scale. Candidates admitted into initial preparation programs
at the post baccalaureate level have attained appropriate depth and breadth in both general and
content studies, with a minimum of a bachelor’s degree from a PSC accepted accredited
institution. (A 2.5 is not required for entry into a post baccalaureate program.)
7b. READING METHODS
Candidates in programs in Early Childhood, Middle Grades, and the special education fields of
General Curriculum, Adapted Curriculum, and General Curriculum/Early Childhood Education
(P-5) are required to demonstrate competence in the knowledge of methods of teaching reading.
7c. IDENTIFICATION AND EDUCATION OF CHILDREN WITH SPECIAL NEEDS
Candidates in all teaching fields, the field of educational leadership, and/or the service fields of
Media Specialist and School Counseling have completed five or more quarter hours or three or
more semester hours, or the equivalent, in the identification and education of children who have
special educational needs or equivalent, through a Georgia-approved professional learning
program.
Page 41
7d. USE, APPLICATION, AND INTEGRATION OF INSTRUCTIONAL TECHNOLOGY
Candidates have demonstrated proficiency in computer and other technology application and
skills and satisfactory proficiency in integrating instructional technology into student learning.
This requirement may be met through content embedded in courses and experiences throughout
the preparation program or by attaining an acceptable score on a PSC-approved computer skill
competency assessment.
7e. GEORGIA P-12 CURRICULUM
Candidates are prepared to implement the appropriate sections of any Georgia mandated
curriculum (e.g. Georgia Performance Standards, GPS) in each relevant content area.
7f. PROFESSIONAL ETHICAL STANDARDS AND REQUIREMENTS FOR
CERTIFICATION AND EMPLOYMENT
Candidates are provided with information about professional ethical standards, the Georgia Code
of Ethics for Educators, criminal background check, and clearance for certification and
employment.
Georgia Standards for the Approval Professional Education Units Page 32 of 33 and Educator
Preparation Programs (Effective 9/1/08)
International Technology Education Association (ITEA)
Council on Technology Teacher Education (CTTE)
=====================================================================
ITEA/CTTE/NCATE
Curriculum Standards
Initial Programs in Technology Teacher Education
State Standard Review Process
Over the past several years, many states have developed a partnership agreement with NCATE
(NCATE, 1993). These partnership agreements are made through the State Partnership Board
(SPB) of NCATE. They are made to reduce duplication of standards used during state review of
programs for the purposes of technology teacher program approval and licensure and
certification review processes.
Typically, each state has a set of specialty area subject matter standards or guidelines for
licensure of technology teacher education program candidates. In addition, there are the
ITEA/CTTE/NCATE standards found in this document. Thus, it is important that states work
closely with NCATE and ITEA/CTTE to have a common set of standards. The two sets of
standards must be parallel and/or similar in content. There are several frameworks between states
and NCATE as shown in Table 2 on page 10 of this section. For more information on state
partnerships, go to the following website: http://www.ncate.org and click on ―State
Partnerships.‖
Page 42
The CTTE Accreditation Committee has developed an NCATE approval process to review
technology teacher education program state licensure guidelines standards. When a state request
to have its licensure guidelines reviewed by NCATE and CTTE, the following process is
followed.
1. The state contacts the chairperson of the CTTE Accreditation Committee to request review of
the state standards or assistance in developing technology teacher education program standards
similar to the ITEA/CTTE/NCATE Standards
2. The chairperson of the Accreditation Committee forwards the name of a trained program
report reviewer in that geographical area of the state to contact.
3. The ITEA/CTTE/NCATE program report reviewer and the state representative then meet to
determine needed assistance. For example, state licensure standards may need to be written to be
more in-line with ITEA/CTTE/NCATE Standards.
4. The ITEA/CTTE/NCATE program report reviewer establishes a three-member committee
consisting of two other regional program report reviewers to assist in the development of
comparison between the specialty area and state licensure standards.
5. After review of the state licensure standards, the three-member committee may accept, reject,
or encourage modifications of the state’s standards. Depending upon the degree of comparison,
they may continue to assist in the refinement of the state licensure standards.
6. Future university technology teacher education program reports prepared for state review can
now be either approved by the state licensure team or by the normal ITEA/CTTE program report
review process, depending upon the exact wording of the NCATE and state agreement.
NCATE State Partnership Frameworks
Although each state partnership may be different, the information in Table 2 will guide
institutions as to the type of NCATE State Partnership Framework that has been agreed upon in
each state. If you are from an institution in one of these states listed in the first column, you will
be using the approved ITEA/CTTE/NCATE standards included in this document to write your
program report. If you are from an institution in one of the states listed in the second column,
you can either use the approved ITEA/CTTE/NCATE standards in this document, or use the
state technology teacher education program standards that are available when writing the
program report. If you are from an institution in one of the states listed in the third column, you
will be required to write a performance-based program report. Please contact NCATE for more
information about state partnerships.
Page 43
Introduction to the Standards
The ITEA/CTTE/NCATE standards were rewritten by the CTTE Accreditation Committee and
submitted to NCATE for approval in October of 2003. The following curriculum standards have
been reviewed extensively by the technology teacher education profession over the past several
years. The ITEA/CTTE/NCATE standards are a result of several projects including:
1. The Professional Development Standards, part of International Technology Education
Association’s Technology for All Americans Project (2003).
2. The 1997 ITEA/CTTE/NCATE guidelines approved by NCATE.
3. The INTASC Standards.
4. The Standards for Technological Literacy, part of International Technology Education
Association’s Technology for All Americans Project.
5. The suggested format for standards by NCATE using knowledge, performance, and
disposition indicators. (NCATE Professional Standards for the Accreditation of School,
Colleges, and Departments of Education, 2002 Edition).
Description of the Standards
Types of Standards
There are ten standards. The ten standards are subdivided into two sets as shown below:
Subject Matter Standards for Technology Education
Standard 1—The Nature of Technology
Standard 2—Technology and Society
Standard 3—Design
Standard 4—Abilities for a Technological World
Standard 5—The Designed World
Effective Teaching Standards for Technology Education
Standard 6—Curriculum
Standard 7—Instructional Strategies
Standard 8—Learning Environment
Standard 9—Students
Standard 10—Professional Growth
Standards 1-5 of this document specifically focus on the subject matter of technology. For more
detailed descriptions of standards 1-5, refer to the Standards for Technological Literacy: Content
for the Study of Technology (ITEA, 2000). Standards 6-10 identify the knowledge necessary for
effective teaching of technology in technology teacher education programs. For more detailed
Page 44
descriptions of standards 6-10 refer to the Professional Development Standards (ITEA 2003).
Both of these documents are part of the Technology for All Americans Project.
==========================================================
NCATE/ITEA/CTTE Program Standards (2003)
Programs for the Preparation of Technology Education Teachers
STANDARD 1 — THE NATURE OF TECHNOLOGY
Technology teacher education program candidates develop an understanding of the nature of
technology within the context of the Designed World.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 1.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Explain the characteristics and scope of technology.
Compare the relationship among technologies and the connections between technology
and other disciplines.
Performance Indicators:
Apply the concepts and principles of technology when teaching technology in the
classroom and laboratory.
Disposition Indicators:
Comprehend the nature of technology in a way that demonstrates sensitivity to the
positive and negative aspects of technology in our world.
RUBRIC FOR STANDARD 1-The Nature of Technology
Knowledge Indicators:
Explain the characteristics and scope of technology.
Compare the relationship among technologies and the connections
between technology and other disciplines.
Performance Indicators:
Apply the concepts and principles of technology when teaching technology in the
classroom and laboratory.
Page 45
Disposition Indicators:
Comprehend the nature of technology in a way that demonstrate sensitivity to the positive
and negative aspects of technology in our world.
STANDARD 2 — TECHNOLOGY AND SOCIETY
Technology teacher education program candidates develop an understanding of technology and
society within the context of the Designed World.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 2.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Compare the relationships between technology and social, cultural, political, and
economic systems.
Assess the role of society in the development and use of technology.
Assess the importance of significant technological innovations on the history of human
kind.
Performance Indicators:
Judge the effects of technology on the environment.
Evaluate the relationship between technology and social institutions such as family,
religion, education, government, and workforce.
Disposition Indicators:
Demonstrate sensitivity to appropriate and inappropriate uses of technology and its
effects on society and the environment.
Make decisions based on knowledge of intended and unintended effects of technology on
society and the environment.
Page 46
RUBRIC FOR STANDARD 2-Technology and Society
TARGET
Technology teacher education program candidates have in-depth knowledge of the subject matter
that they plan to teach as described in the standard and they demonstrate their knowledge
through inquiry, critical analysis and evaluation of the subject matter.
ACCEPTABLE
Technology teacher education program candidates know the subject matter that they plan to
teach and can explain important principles and concepts delineated in the standard.
UNACCEPTABLE
Technology teacher education program candidates have inadequate knowledge of the subject
matter that they plan to teach and are unable to provide examples of important principles or
concepts identified as part of the standard.
Knowledge Indicators:
Compare the relationships between technology and social, cultural, political, and
economic systems.
Assess the role of society in the development and use of technology.
Assess the importance of significant technological innovations on the history of human
kind.
Performance Indicators:
Judge the effects of technology on the environment.
Evaluate the relationship between technology and social institutions such as family,
religion, education, government, and workforce.
Disposition Indicators:
Demonstrate sensitivity to appropriate and inappropriate uses of technology and its
effects on society and the environment.
Make decisions based on knowledge of intended and unintended effects of technology on
society and the environment.
STANDARD 3 — DESIGN
Technology teacher education program candidates develop an understanding of design within the
context of the Designed World.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 3.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Explain the importance of design in the human-made world.
Describe the attributes of design.
Page 47
Analyze the engineering design process and principles.
Performance Indicators:
Apply the process of troubleshooting, research and development, invention, innovation, and
experimentation in developing solutions to a design problem.
Disposition Indicators:
Investigate the relationship between designing a product and the impact of the product on the
environment, economy, and society.
RUBRIC FOR STANDARD 3-Design
TARGET
Technology teacher education program candidates have in-depth knowledge of the subject matter
that they plan to teach as described in the standard and they demonstrate their knowledge
through inquiry, critical analysis and evaluation of the subject matter.
ACCEPTABLE
Technology teacher education program candidates know the subject matter that they plan to
teach and can explain important principles and concepts delineated in the standard.
UNACCEPTABLE
Technology teacher education program candidates have inadequate knowledge of the subject
matter that they plan to teach and are unable to provide examples of important principles or
concepts identified as part of the standard.
Knowledge Indicators:
Explain the importance of design in the human-made world.
Describe the attributes of design.
Analyze the engineering design process and principles.
Performance Indicators:
Apply the process of troubleshooting, research and development, invention, innovation, and
experimentation in developing a solution to a design problem.
Disposition Indicators:
Investigate the relationship between designing a product and the impact of the product on the
environment, economy, and society.
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STANDARD 4 — ABILITIES FOR A TECHNOLOGICAL WORLD
Technology teacher education program candidates develop abilities for a technological world
within the contexts of the Designed World.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 4.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Select design problems and include appropriate criteria and constraints for each problem.
Evaluate a design, assessing the success of a design solution, and develop proposals for
design improvements.
Analyze a designed product, and identify the key components of how it works and how it
was made.
Operate and maintain technological products and systems.
Performance Indicators:
Develop and model a design solution.
Complete an assessment to evaluate merits of design solution.
Operate a technological device and/or system.
Diagnose a malfunctioning system, restore the system, and maintain the system.
Investigate the impacts of products and systems on individuals, the environment, and
society.
Disposition Indicators:
Assess the impacts of products and systems.
Follow safe practices and procedures in the use of tools and equipment.
Judge the relative strengths and weaknesses of a designed product from a consumer
perspective.
Exhibit respect by properly applying tools and equipment to the processes for which they
were designed.
Design and use instructional activities that emphasized solving real world open-ended problems.
RUBRIC FOR STANDARD 4-Abilities for a Technological World
Page 49
TARGET
Technology teacher education program candidates have in-depth knowledge of the subject matter
that they plan to teach as described in the standard and they demonstrate their knowledge
through inquiry, critical analysis and evaluation of the subject matter.
ACCEPTABLE
Technology teacher education program candidates know the subject matter that they plan to
teach and can explain important principles and concepts delineated in the standard.
UNACCEPTABLE
Technology teacher education program candidates have inadequate knowledge of the subject
matter that they plan to teach and are unable to provide examples of important principles or
concepts identified as part of the standard.
Knowledge Indicators:
Select design problems and include appropriate criteria and constraints for each problem.
Evaluate a design, assessing the success of a design solution, and develop proposals for
design improvements.
Analyze a designed product, and identify the key components of how it works and how it
was made.
Operate and maintain technological products and systems.
Performance Indicators:
Develop and model a design solution.
Complete an assessment to evaluate merits of design solution.
Operate a technological device and/or system.
Diagnose a malfunctioning system, restore the system, and maintain the system.
Investigate the impacts of products and systems on individuals, the environment, and
society.
Disposition Indicators:
Assess the impacts of products and systems.
Follow safe practices and procedures in the use of tools and equipment.
Judge the relative strengths and weaknesses of a designed product from a consumer
perspective.
Exhibit respect by properly applying tools and equipment to the processes for which they
were designed.
Design and use instructional activities that emphasized solving real open-ended
problems.
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STANDARD 5 — THE DESIGNED WORLD
Technology teacher education program candidates develop an understanding of the Designed
World.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 5.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Analyze the principles of various medical technologies as part of the designed world.
Analyze the principles of various agricultural and related biotechnologies as part of the
designed world.
Analyze the principles, concepts and applications of energy and power technologies as
part of the designed world.
Analyze the principles, concepts and applications of information and communication
technologies as part of the designed world.
Analyze the principles of various transportation technologies that are part of the designed
world.
Analyze the principles, concepts, and applications of manufacturing technologies as part
of the designed world.
Analyze the principles, concepts, and applications of construction technologies as part of
the designed world.
Performance Indicators:
-Select and use appropriate technologies in a variety of contexts including medical, agricultural
and related biotechnologies, energy and power applications, information and communications,
transportation, manufacturing, and construction.
Disposition Indicators:
Effectively use and improve technology in a variety of contexts including medical, agricultural
and related biotechnologies, energy and power applications, information and communications,
transportation, manufacturing, and construction.
Page 51
RUBRIC FOR STANDARD 5-The Designed World
TARGET
Technology teacher education program candidates have in-depth knowledge of the subject matter
that they plan to teach as described in the standard and they demonstrate their knowledge
through inquiry, critical analysis and evaluation of the subject matter.
ACCEPTABLE
Technology teacher education program candidates know the subject matter that they plan to
teach and can explain important principles and concepts delineated in the standard.
UNACCEPTABLE
Technology teacher education program candidates have inadequate knowledge of the subject
matter that they plan to teach and are unable to provide examples of important principles or
concepts identified as part of the standard.
Knowledge Indicators:
Analyze the principles of various medical technologies as part of the designed world.
Analyze the principles of various agricultural and related biotechnologies as part of the
designed world.
Analyze the principles, concepts and applications of energy and power technologies as
part of the designed world.
Analyze the principles, concepts and applications of information and communication
technologies as part of the designed world.
Analyze the principles of various transportation technologies that are part of the designed
world.
Analyze the principles, concepts, and applications of manufacturing technologies as part
of the designed world.
Analyze the principles, concepts, and applications of construction technologies as part of
the designed world.
.
Performance Indicators:
Select and use appropriate technologies in a variety of contexts including medical, agricultural
and related biotechnologies, energy and power applications, information and communications,
transportation, manufacturing, and construction.
Disposition Indicators:
Effectively use and improve technology in a variety of contexts including medical, agricultural
and related biotechnologies, energy and power applications, information and communications,
transportation, manufacturing, and construction.
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STANDARD 6 — CURRICULUM
Technology teacher education program candidates design, implement, and evaluate curricula
based upon Standards for Technological Literacy.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 6.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Identify appropriate content for the study of technology at different grade levels.
Integrate technological curriculum content from other fields of study.
Identify curriculum and instructional materials and resources that enable effective
delivery when teaching about technology.
Performance Indicators:
Engage in long-term planning that results in an articulated curriculum based on Standards
for Technological Literacy for grades K-12 or equivalent.
Design technology curricula and programs that integrate content from other fields of
study.
Improve the technology curriculum by making informed decisions using multiple sources
of information.
Incorporate up-to-date technological developments into the technology curriculum.
Implement a technology curriculum that systemically expands the technological
capabilities of the student.
Disposition Indicators:
Demonstrate sensitivity to cultural, ethnic diversity, special needs, interest, abilities, and gender
issues when selecting, designing, or evaluating curriculum and instructional materials.
RUBRIC FOR STANDARD 6-Curriculum
Knowledge Indicators:
Identify appropriate content for the study of technology at different grade levels.
Integrate technological content from other fields of study.
Identify curriculum and instructional materials that enable effective delivery when
teaching about technology.
Page 53
Performance Indicators:
Engage in long-term planning that results in an articulated curriculum based on Standards
for Technological Literacy for grades K-12 or equivalent.
Design technology curricula and programs that integrate content from other fields of
study.
Improve the technology curriculum by making informed decisions using multiple sources
of information.
Incorporate up-to-date technological developments into the technology curriculum.
Implement a technology curriculum that systemically expands the technological
capabilities of the student.
Disposition Indicators:
Demonstrate sensitivity to cultural and ethnic diversity and gender issues when selecting,
developing, and evaluating curriculum and instructional materials.
TARGET
Technology teacher education program candidates demonstrate a thorough understanding of
effective teaching content identified in the standard in a way that allows them to provide multiple
explanations and effective teaching decisions to maximize student learning of the subject matter
standard.
ACCEPTABLE
Technology teacher education program candidates have a broad knowledge of effective teaching
content as identified in the standard that can incorporate the subject matter content in a way that
helps them develop quality-learning experiences for all students.
UNACCEPTABLE
Technology teacher education program candidates do not understand the relationship of content
and effective teaching identified in the standard in a way that helps them develop learning
experiences that integrates all the areas of technological subject matter.
STANDARD 7 — INSTRUCTIONAL STRATEGIES
Technology teacher education program candidates use a variety of effective teaching practices
that enhance and extend learning of technology.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 7.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Page 54
Base instruction on contemporary teaching strategies that are consistent with Standards
for Technological Literacy.
Apply principles of learning and consideration of student diversity to the delivery of
instruction.
Compare a variety of instructional strategies to maximize student learning about
technology.
Describe a variety of student assessments appropriate for different instructional materials.
Performance Indicators:
Apply appropriate instructional technology materials, tools, equipment, and processes to
enhance student learning about technology instruction.
Assess instructional strategies to improve teaching and learning in the technology
classroom by using self-reflection, student learning outcomes, and other assessment
techniques.
Disposition Indicators:
Exhibit an enthusiasm for teaching technology by creating meaningful and challenging
technology learning experiences that lead to positive student attitudes toward the study of
technology.
RUBRIC FOR STANDARD 7-Instructional Strategies
TARGET
Technology teacher education program candidates demonstrate a thorough understanding of
effective teaching content identified in the standard in a way that allows them to provide multiple
explanations and effective teaching decisions to maximize student learning of the subject matter
standard.
ACCEPTABLE
Technology teacher education program candidates have a broad knowledge of effective teaching
content as identified in the standard that can incorporate the subject matter content in a way that
helps them develop quality-learning experiences for all students.
UNACCEPTABLE
Technology teacher education program candidates do not understand the relationship of content
and effective teaching identified in the standard in a way that helps them develop learning
experiences that integrates all the areas of technological subject matter.
Knowledge Indicators:
Base instruction on contemporary teaching strategies that is consistent with Standards for
Technological Literacy.
Page 55
Apply principles of learning and consideration of student diversity to the delivery of
instruction.
Compare a variety of instructional strategies to maximize student learning about
technology.
Describe a variety of student assessments appropriate for different instructional materials.
.
Performance Indicators:
Apply appropriate materials, tools, equipment, and processes to enhance student learning
about technology.
Assess instructional strategies to improve teaching and learning in the technology
classroom by using self-reflection, student learning outcomes, and other assessment
techniques.
Disposition Indicators:
Exhibit an enthusiasm for teaching technology by creating meaningful and challenging
technology learning experiences that lead to positive student attitudes toward the study of
technology.
STANDARD 8—LEARNING ENVIRONMENTS
Technology teacher education program candidates design, create, and manage learning
environments that promote technological literacy.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 8.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Recognize rich learning environments that provide for varied educational experiences in
the technology classroom and laboratory.
Identify learning environments that encourage, motivate, and support student learning,
innovation, design, and risk taking.
Performance Indicators:
Design learning environments that establish student behavioral expectations that support
an effective teaching and learning environment.
Create flexible learning environments that are adaptable for the future.
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Disposition Indicators:
Exhibit safe technology laboratory practice by designing, managing, and maintaining
physically safe technology learning environments.
RUBRIC FOR STANDARD 8-Learning Environments
TARGET
Technology teacher education program candidates demonstrate a thorough understanding of
effective teaching content identified in the standard in a way that allows them to provide multiple
explanations and effective teaching decisions to maximize student learning of the subject matter
standard.
ACCEPTABLE
Technology teacher education program candidates have a broad knowledge of effective teaching
content as identified in the standard that can incorporate the subject matter content in a way that
helps them develop quality-learning experiences for all students.
UNACCEPTABLE
Technology teacher education program candidates do not understand the relationship of content
and effective teaching identified in the standard in a way that helps them develop learning
experiences that integrates all the areas of technological subject matter.
Knowledge Indicators:
Recognize rich learning environment that provide for varied educational experiences in
the technology classroom and laboratory.
Identify learning environments that encourage, motivate, and support student learning,
innovation, design, and risk taking.
Performance Indicators:
Design learning environments that establish student behavioral expectations that support
an effective teaching and learning environment.
Create flexible learning environments that are adaptable for the future.
Disposition Indicators:
Exhibit safe technology laboratory practice by designing, managing, and maintaining physically
safe technology learning environments.
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STANDARD 9 — STUDENTS
Technology teacher education program candidates understand students as learners, and how
commonality and diversity affect learning.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 9.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Design technology experiences for students of different ethnic, socioeconomic
backgrounds, gender, age, interest, and exceptionalities.
Identify how students learn technology most effectively by integrating current research
about hands-on learning and learning about the content of technology.
Performance Indicators:
Create technology experiences for students with different abilities, interests, and ages about the
content of technology.
Disposition Indicators:
Develop productive relationships with students so that they become active learners about
technology and enhance their human growth and development.
RUBRIC FOR STANDARD 9-Students
TARGET
Technology teacher education program candidates demonstrate a thorough understanding of
effective teaching content identified in the standard in a way that allows them to provide multiple
explanations and effective teaching decisions to maximize student learning of the subject matter
standard.
ACCEPTABLE
Technology teacher education program candidates have a broad knowledge of effective teaching
content as identified in the standard that can incorporate the subject matter content in a way that
helps them develop quality-learning experiences for all students.
UNACCEPTABLE
Technology teacher education program candidates do not understand the relationship of content
and effective teaching identified in the standard in a way that helps them develop learning
experiences that integrates all the areas of technological subject matter.
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Knowledge Indicators:
Design technology experiences for students of different ethnic, socioeconomic
backgrounds, gender, and exceptionalities.
Identify how students learn technology most effectively by integrating current research
about hands-on learning and learning about the content of technology.
Performance Indicators:
Create technology experiences for students with different abilities, interests, and ages about the
content of technology.
Disposition Indicators:
Develop productive relationships with students so that they become active learners about
technology.
STANDARD 10 — PROFESSIONAL GROWTH
Technology teacher education program candidates understand and value the importance of
engaging in comprehensive and sustained professional growth to improve the teaching of
technology.
INDICATORS:
The following knowledge, performance, and disposition indicators provide guidance to better
understand the scope of Standard 10.
The program prepares technology teacher education candidates who can:
Knowledge Indicators:
Demonstrate a continuously updated and informed knowledge base about the processes
of technology.
Continuously build upon effective instructional practices that promote technological
literacy.
Performance Indicators:
Apply various marketing principles and concepts to promote technology education and
the study of technology.
Collaborate with other candidates and professional colleagues to promote professional
growth and professional development activities.
Become actively involved in professional organizations and attend professional
development activities to become better prepared to teach technology education.
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Develop a professional development plan for self-improvement in curriculum and
instruction in technology education.
Disposition Indicators:
Value continuous professional growth through involvement in a variety of professional
development activities.
Demonstrate the importance of professionalism by promoting technology organizations
for students in the technology classroom.
Reflect upon their teaching to improve and enhance student learning.
RUBRIC FOR STANDARD 10-Professional Growth
TARGET
Technology teacher education program candidates demonstrate a thorough understanding of
effective teaching content identified in the standard in a way that allows them to provide multiple
explanations and effective teaching decisions to maximize student learning of the subject matter
standard.
ACCEPTABLE
Technology teacher education program candidates have a broad knowledge of effective teaching
content as identified in the standard that can incorporate the subject matter content in a way that
helps them develop quality-learning experiences for all students.
UNACCEPTABLE
Technology teacher education program candidates do not understand the relationship of content
and effective teaching identified in the standard in a way that helps them develop learning
experiences that integrates all the areas of technological subject matter.
Knowledge Indicators:
Demonstrate a continuously updated and informed knowledge base about the processes
of technology.
Continuously build upon effective instructional practices that promote technological
literacy.
Performance Indicators:
Apply various marketing principles and concepts to promote technology education and
the study of technology.
Collaborate with other candidates and professional colleagues to promote professional
growth and professional development activities.
Page 60
Become actively involved in professional organizations and attend professional
development activities to become better prepared to teach technology education.
Develop a professional development plan for self-improvement in curriculum and
instruction in technology education.
Disposition Indicators:
Value continuous professional growth through involvement in a variety of professional
development activities.
Demonstrate the importance of professionalism by promoting technology organizations
for students in the technology classroom.
Reflect upon their teaching to improve and enhance student learning.
Page 61
Appendix C: Faculty Directly Involved With the New Degree Program
Faculty Name
Rank
Highest Degree
Jonathan
Lambright
Associate
Professor
Ph.D. of
Philosophy
Mechanical
Engineering
Asad Yousuf
Professor
EdD.
Occupational
Studies
Hetty B. Jones
Professor
Ph.D. Zoology
Johnny Johnson
Assistant
Professor
Sujin Kim
Assistant
Professor
Ph.D. of
Philosophy
Physiology &
Biophysics Plan
Ph.D. Applied
Mathematics
Degrees
Earned
B.S.
Mechanical
Engineering,
M.S.
Mechanical
Engineering
B.S.
Electronics
Engineering
M.S.
Electrical
Engineering
B.S. Biology,
Secondary
Education
M. Ed. Math
and Science
B.S. Biology
Academic
Current
Discipline
Workload
Civil/Mechanical 12 hours
Engineering
B.S.
Mathematics
M.S.
Mathematics
Electronics
Engineering
Technology
12 hours
General Biology
12 hours
Biology
12 hours
Mathematics
12 hours
Current faculty load and recently tenured faculty reduces the need for any increase in workload for
existing faculty and will allow for additional required and elective courses to be offered in the new
degree program,. As the program grows in the next several years, it is anticipated that the need will
arise for additional part-time and full-time faculty.
Expected responsibilities in the program: Existing full-time tenured and tenure-track faculty will
provide instructions in the core content for the program. All current faculty members are qualified
to teach related content except teaching methods and education foundation courses required of the
major.
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Appendix D: Endorsement Documents
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Page 65
Page 66
Page 67
Page 68
Page 69
Meeting Agendas and Minutes
Page 70
Savannah State University’s Education Team Meeting
Page 71
Thursday, February 18, 2010 at 10:00 am
Hill Hall, Seminar Room
Dr. Elazer Barnette - Presenter
In attendance: Dr. Mary Wyatt, Dr. Larry Stokes, Dr. Yonpae Park, Dr. Dorothy Gardner-Martin,
Mrs. Hope Cranford, Dr. Asad Yousuf, Dr. Virginia Edwards, Dr. Cecil Jones, Ms. Lauren
Kirkland, Ms. Bernadette Ball-Oliver, Dr. Jane Gates, Dr. Mostafa Sarhan, Ms. Gloria Dukes
Handouts given:
 Student Survey Form
 University System of Georgia Baccalaureate and Master’s Degree Procedures:
Criteria and Procedures for New Programs
Proposed Bachelor of Science in Education Degree Requirements (handouts):
 Biology
 Mathematics
 English
 Technology Education
 Family and Consumer Science
 Business Education










Introduction and biographical information given by Dr. Elazer Barnette, who has a
background in Technology Education;
Brief introduction and background information given by attendees;
Board of Regents will not allow a degree program to be brought on board if it is being
offered at a nearby institution;
Six degree tracks were chosen based on programs being offered at other local institutions,
programs that would be successful and programs that would be approved by the BOR based
on areas of need;
Presentation entitled: Planning Proposal for New Baccalaureate Degree in Education
presented by Dr. Barnette (see copy of slides)
Student Survey Form passed out to all attendees; purpose of the form is to survey students to
see how many would change their major or be interested in an education program if it was
available at Savannah State?
Regional demographics are needed to determine the need for the selected degree programs.
For example, if SSU graduates ten (10) Technology Education majors, how many can be
placed in the surrounding area due to a need for Technology Education teachers?
What type of structure will SSU have or implement, a Dean of Education, a director, a
department head? Decision needs to be made early on to set up the structure of the program
so questions and problems can be addressed on an immediate basis. NCATE will also be
looking at the faculty structure of the proposed program.
Some states require that you be licensed in the content area in which you are teaching. SSU
needs to look into whether or not you are required to be licensed to teach a particular content
area within the state of Georgia?
Several of the degree curriculums being presented already have endorsements from persons
Page 72


in the local community. Letters of endorsement have been written and more will be
forthcoming.
Team members present were charged with reviewing the six degree programs to make sure
courses listed will cover what a student needs to graduate with a solid education degree.
Recommendations are welcomed from those present as well as information shared by
colleagues within departments and the local school system.
Dr. Barnette also said to look at programs/universities that you know are strong and pull
ideas from their programs that may be incorporated into Savannah State’s program. Deadline
set for next Wednesday to return feedback.
Questions presented to Dr. Barnette:
Q1.
What is the rationale behind moving forward baccalaureate degree proposals as opposed
to the model of the MAT hen in fact it seems as if, nationally, when looking across
Georgia, for example Georgia College and others, you have that and already moving
toward a graduate degree that is inclusive of that baccalaureate degree?
A1.
That path could have been chosen, but you need to have an inventory of the faculty SSU
has now because in order to move forward an MAT program, you need to have enough faculty
that are identified as graduate level faculty. Dr.
Barnette stated that he prefers a traditional
capacity over MAT models and once SSU gets a program on board, then SSU can move
forward with that model, but his recommendation as the consultant is to stay with the model that
SSU has now because
there is a future need for those particular areas.
Dr. Barnette called the Board of Education and spoke with the consultants for
Technology Education and Family and
Consumer Science and found that there was a great
need for Technology Education, Family and Consumer Science
and Business Education
programs. The consultants are more than willing to lend a helping hand to SSU to get those
programs onboard.
Basically, Dr. Barnette is choosing to start off on an avenue where SSU can get the
programs approved versus some of the other models that can be seen in the University System
of Georgia.
Q2.
An education program is already established in this city at Armstrong Atlantic State
University, so how do you perceive in the future, in our city, that we compete with them in
recruitment or enrollment?
A2.
You have had a relationship with Armstrong in the past, but right now there is no
relationship, so you are really starting new and the programs we have on the list,
Armstrong is not looking at that population of students. Right now Dr. Barnette is
looking at what they are approved to offer and he has chosen programs that AASU is not
offering. Students that would have normally have chosen Armstrong, will now choose
SSU. So the important thing is to look at the quality of the programs. You want the
students to come out saying they were ready when they started their first job.
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Q3.
Participant did not see anything listed as a part of orientation to teaching. She would like
to think that teacher preparation candidates would need to know something about the
population they are being prepared to serve and they
are not looking at one race of
students and those who come out unprepared, they may be prepared to teach their particular
discipline but they are not prepared to present and interact with the population of students who
are waiting
for their skill.
A3.
Everything is gender neutral and race neutral to allow for passing of NCATE approval
standard four which deals with
diversity. When students exit SSU as new teachers, they
will be prepared to teach students in Savannah, in China or wherever they may go. Proper field
placements are important to properly prepare teachers for real world scenarios
once they
graduate. Orientation is a built-in part of many courses, orienting the students to deal with a
diverse
group is very important. The second part is orienting future teachers so that they
may be introduced to technology so new technology can be brought to their students.
Q4. One thing that we see from many of our new teachers the school system is lack of
classroom management even after taking classroom management courses, especially in
secondary education where the environment is very challenging, how do you propose to deal
with that?
A4.
Again, placements are very important. You cannot take the easy route; you must place
students in a variety of situations so they get exposed to all sorts of environments by the
time they reach senior year. You want them to be exposed to numerous situations so they
know how to deal with a wide range of situations when they graduate and enter the
classroom.
Q5.
We have a degree program in behavior analysis, and when we talk to people in the
community, particularly educators in different counties one thing they said was that they
didn’t have the tools even after completing the courses, it would be a good idea if we were to
use the existing behavior analysis tools we have to manage the behavior in the classroom,
that is one of the reasons we moved forward the behavior analysis degree.
A5.
Since we know this upfront, as we begin to infuse things in to the program, we need to try
and insure that classroom management courses are high priority. Make sure classroom
management courses are structured to deal with secondary as well as elementary school
age children.
Q6.
What is the correct number of student teaching hours? In some institutions it is 9 and
others 12.
A6.
Dr. Barnette stated that he is awaiting an answer from the Board of Regents. He has also
found that at different institutions throughout Georgia, that the requirements are different at each
institution.
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Q7.
There seems to be a mention of competition between Savannah State and Armstrong.
How will we compete with Armstrong with the program we are proposing to offer?
A7.
There are ways that Savannah State can set itself apart by choosing different methods of
delivery, like perhaps offering
weekend classes, or offering online classes. You
have to think about delivery and innovative ways that your peers have not thought of
offering. You also have to prepare your faculty to be enthusiastic about new delivery
methods, such as
blackboard and online classes.
Q8.
Out of curiosity, I saw the education courses that are listed and we have a large number
of young teachers that are
entering the profession and are professionalism and professional
etiquette embedded in these courses?
A8.
Professional disposition is the name of such courses, but they are not listed. Each
institution has a conceptual framework and integral to that framework are courses like
diversity, professionalism and ethics.
Page 75
Savannah State University
Office of the Vice Chancellor for Academic Affairs
The Proposed New Bachelor of Science in Education Degree (BSED)
with a Concentration In Secondary Education
(Biology Education, Business Education, English Education, Family and Consumer Science
Education, Mathematics Education, or Technology Education)
The secondary education curriculum leads to the Bachelor of Science degree that develops effectiveness
in communication, leadership, and other skills necessary for teaching at the high school level, community
college/technical colleges, management trainer in industry, and other teaching related careers.
Survey Form
Survey Key:
5= Strongly Agree; 4= Agree; 3=Undecided; 2=Disagree; 1=Strongly Disagree
Check the survey number of each question that best reflects your opinion.
Survey Numbers_______
1. I support the development of the BSED
Degree with a concentration in Biology
Education, Business Education, English
Education, Family and Consumer Science
Education, Mathematics Education, or
Technology Education
5
4
3
2
1
2. I would consider adding a BSED
in Secondary Education degree
concentration to my current major.
5
4
3
2
1
3. I would change my current major to
the Bachelor of Science in Secondary
Education.
5
4
3
2
1
4. As an undecided major, I would
choose the BSED Degree with a
Concentration in Secondary Education.
5
4
3
2
1
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5. If you checked you would consider
The BS in Secondary Education Degree,
Choose your preferred concentration area.
a. Biology Education
5
4
3
2
1
b. Business Education
5
4
3
2
1
c. English Education
5
4
3
2
1
d. Family & Consumer Sciences 5
Education
4
3
2
1
e. Mathematics Education
5
4
3
2
4
3
2
1
f.
Technology Education
5
1
Page 77
Savannah State University
Office Of the Vice Chancellor for Academic Affairs
Savannah, Georgia 31404
Education Program Survey Results
Occurrence of Each Number
5
4
3
2
1
1
I support the development of the BSED Degree with a concentration in
Biology Education, Business Education, English Education, Family and
Consumer Science Education, Mathematics Education, or Technology
Education.
243
96
50
9
3
2
I would consider adding BSED in Secondary Education degree
concentration to my current major
108
114
82
39
41
3
I would change my current major to the Bachelor of Science in
Secondary Education
66
48
94
68
122
4
As an undecided major, I would choose the BSED degree with a
Concentration in Secondary Education.
96
83
94
46
87
5
Choose your preferred concentration area.
Biology Education
69
59
62
42
78
Business Education
116
93
41
25
43
English Education
55
69
59
58
62
Family and Consumer Science Education
62
82
68
36
52
Mathematics Education
114
58
57
33
57
Technology Education
123
89
38
19
46
a.
b.
c.
d.
e.
f.